bluuebunny/crossref_metadata_2025 huggingface dataset:
Enhancing PASS leaders' employability skills through reflection
Authors: Zacharopoulou Amanda , Giles Melanie , Condell Joan
Published: March 2021

Whilst the benefits for students attending Peer Assisted Study Sessions (PASS) have been widely acknowledged, the benefits for its leaders have not been as clearly evaluated. This paper will explore how the more senior students who take on the role of PASS leader can develop employability skills through a programme of activity that formally rewards students for their participation and assists them in articulating their competencies. The paper presents the findings of a project undertaken by a cross-disciplinary team at Ulster University which focused on the benefits for PASS leaders and, more explicitly, on graduate employability skills such as communication, teamwork and leadership. Students were required to reflect on the PASS process and plan for subsequent sessions whilst also engaging in a series of skill-building activities (games and various practical exercises) which focused on those facets of employability that are of direct relevance to the PASS experience. Quantitative and qualitative methods were employed to evaluate the impact of the PASS programme: initial findings suggest that the programme served to enhance students' perceived competence in respect of some employability skills (e.g. spoken communication) but, more generally, served to raise their awareness and highlight their limitations in some areas. This paper suggests that the process of reflection has helped them to better articulate these skills and identify the steps needed to further develop them. As such, this project has provided research evidence to support the effectiveness of the PASS process and a collection of materials to support the further development of its leaders.
Sustainability and innovation: a blended approach to peer mentor leader training
Authors: Hettrick Jason John , Moses-Allison Linda
Published: March 2021

Peer Assisted Study Sessions (PASS) is an established part of widening participation and retention activities at the University of Cumbria. In October 2013, the question of sustainability and growth of the scheme was addressed. The small team of PASS supervisors needed to create an effective and innovative way to meet the challenges of growing and maintaining the universityÃ¢â¬â¢s most successful peer mentoring scheme. To this end a new blended approach to PASS training was trialled in 2014. The training combined a range of face-to-face support, training and debriefs (plus online elements), via a virtual learning environment (VLE) and Facebook. Having been successful in both implementation and outcomes, this new blended approach to delivering training has now been adopted by the PASS supervisor team. ÃÂ  The purpose of this paper is to give an overview of the approaches and methods taken at the University of Cumbria in delivering this blended approach to PASS leader training. Initially it addresses the motivation behind the need for change, in an institutional context. It then explores some of the challenges faced during the implementation and delivery of training. Finally, it reflects on the evaluation and acknowledges future developments for leader training. ÃÂ ÃÂ
Peer-to-peer learning through research: a case study in delivering a healthcare message
Authors: Ilias Sadaf , Barber Jill
Published: March 2021

This case study describes a recent learning activity involving pharmacy undergraduate students in which a final (fourth) year student trained 21 second year students to administer questionnaires about antibiotic resistance to over 700 student users of a large university building. The aim was to raise awareness of the problem of antibiotic resistance.  The second year students were also trained to correct any misapprehensions held by the questionnaire participants about antibiotic resistance, and to encourage them to become "Antibiotic Guardians". Finally the 22 students analysed the data to give a picture of what the other students understood about antibiotic resistance.  Peer-assisted learning therefore cascaded from a single fourth year student to 21 second year students and then to 700 students from various disciplines and year groups.  The first stage of the cascade was evaluated and the 21 second year students overwhelmingly believed that their knowledge of antibiotic resistance was enhanced.  A follow-up study using the same questionnaire will be used to determine whether the exercise was effective in raising awareness of antibiotic resistance among the body of students surveyed.
Book review: The complete guide to referencing and avoiding plagiarism (third edition) by Colin Neville
Authors: Eyre Jason
Published: March 2021

Colin Neville's third edition of The Complete Guide to referencing and avoiding plagiarism sees this useful and popular text extensively re-written and updated. Aimed at UK-based university students and staff alike, the essential structure of the book remains familiar to those who have made use of earlier editions (first published in 2007, with the second edition published in 2010). Neville makes extensive use of quizzes, quotes from students and academics, and presents concrete examples to bring the more abstract ideas to life, and these elements remain in this update. There are, however, some key differences with the previous incarnation.
Making a difference to employability through assessment
Authors: Hollyhead Andrew , Curwin Jon
Published: March 2021

Students will know some of the benefits and costs of an undergraduate degree. They will be told of the degree 'premium' and that, over a lifetime, they can expect to be better off. A university education will open doors to professions that will seem distant when completing school education. They will anecdotally hear stories about employers expecting a first or upper second. They will also know that some students will never pay back their loans. The reality is that an undergraduate degree can lead to a good job but this is not the case for all students as finding graduate level employment will be very challenging for some. We argue that courses should continually look at ways to enhance the employability of their students.It is understandable that students will see good grades from assessment as the route to a good degree and ultimately to a good job. If assessment can also develop and evidence the skills valued by others, particularly employers, then further benefits are added. There are a number of ways that student employability can be supported, including: careers advice; jobs fairs; visiting speakers and possibly a placement opportunity. We argue that, additionally, assessment can make a difference and with thoughtful design can make an even bigger difference. It is the author's experience that if students are asked what they learnt on their course, they are likely to talk about the outcomes of assessment. If these outcomes also evidence the skills valued by the employer, then this will present a more persuasive response. Assessment is critical for all courses. If assessment can leave the student with outcomes, experience or artefacts that evidence a 'can-do' ability then we argue this must positively impact on employability.
Increasing diversity in peer-to-peer education: A case study of manager experiences with student paraprofessionals in learning development in the Canadian context
Authors: Olender Jenna , Lisetto-Smith Michael
Published: March 2021

This autoethnographic case study examines the experience of managers with hiring student paraprofessionals into various roles within peer-to-peer education models and programmes as a method to increase the diversity in learning development services in the Canadian context. Tailoring learning development through peer-to-peer education models for diverse student groups is an important aspect of how learning development supports students in higher education. Including the knowledge and perspectives of student paraprofessionals who better reflect the diversity of the population we serve has been an important aspect of our practice. Our purpose for this case study is to better understand how our experiences with paraprofessional staff diversity, over a seven-year period (2010-2017), have influenced our practice of learning development in an institutional context focussed on creating a more inclusive and welcoming environment on campus to better support the needs of diverse learners. The knowledge that we gained through this analysis of diversity and peer learning as an approach to learning development may serve as an example of the value of autoethnography as a method to provide useful insight to professionals and leaders in the field.
“What kind of paper do you want from us?”: developing genre knowledge in one Kazakhstani university postgraduate school
Authors: Montgomery Philip , Sparks Jason , Goodman Bridget
Published: March 2021

Drawing on the Academic Literacies perspectives of Lea and Street and key genre theorists, this mixed-methods case study explored multilingual student experiences of academic literacy practices in one postgraduate social-science school in an English-medium university in Kazakhstan. Two questions guided the research: (1) To what extent and in what ways do students develop genre knowledge in their school EMI contexts?; (2) Which pedagogical approaches and strategies do students identify as beneficial in supporting genre knowledge development? The study found students developed genre awareness for research-related literacy practices, involving field-, tenor- and mode-related genre knowledge. The study also found student capacity to apply genre knowledge successfully across a range of text genres. Another finding was that challenge and success in genre knowledge development was a function of the extent of explicit feedback from instructors and peers and explicit assignment expectations. Each of our findings are consistent with the critique and recommendations of Lea and Street (1998; 2006) on the importance of a situated approach to developing student academic literacy practice that accounts for the larger institutional contexts and epistemological traditions in which those practices have meaning. These findings have important value for discussions and debates on student academic literacy learning and practice in higher education in Kazakhstan, across Central Asia and in other countries where policies for internationalization and research universities are rapidly transforming higher education literacy practice in the current era of globalization.
Associations in collaboration: how the first BALEAP and ALDinHE joint one-day conference came about
Authors: Briggs Steve , Kavanagh Mick
Published: March 2021

In this article, we outline the thinking leading up to a collaborative event, shared by two professional associations. The event is briefly described, but our main aim here is to encourage colleagues not only to attend such gatherings, but also to seriously consider holding a similar event.
The LDHEN hive mind: Learning Development in UK higher education as a professional culture
Authors: Stapleford Katharine
Published: March 2021

The Learning Developer in higher education (HE) works with students to help them make sense of the language and practices of HE. It is a relatively new role and has grown in response to the Widening Participation agenda which has seen an increase in entry of 'non-traditional' students into HE. Learning developers' job descriptions, employment contracts and institutional location vary between institutions and the role is often misunderstood across academia. There has long been discussion and debate within the learning development community regarding the professionalisation of the role and what this might look like. The literature in this area is sparse and to date consists of small-scale surveys of learning development practitioners with inconclusive findings. This study aims to contribute to our understanding of learning developer professional identity by analysing six months of discourse from the Learning Development in Higher Education Network (LDHEN) Listserv. This is explored through the lens of social identity theory and findings suggest that the learning development community functions as a professional culture based on collegiality, trust, shared values and a protected collective knowledge base. This attitudinal perspective of professional identity as professional culture is proposed as a more productive approach to the debate than more traditional interpretations of professionalism based on qualifications and formal training.
Investigating the feasibility of co-production of digital media with students
Authors: Johnstone Karin , Thomas Samantha , Dodzo Nathan
Published: March 2021

The Learning Development (LD) team has a suite of online videos which aim to provide students with support and guidance in a range of academic skills. The usage statistics show that they are more widely used than other content such as PDF documents or visual guides. An audit of these videos revealed that most were written by or featured academic and professional staff, were of poor technical quality, and were ‘talking heads’ which, rather than encourage active learning, may result in passive engagement and therefore shallow rather than deep learning (Ryan, 2013). An opportunity was identified to remake videos in collaboration with students to address these issues and to increase student participation and representation in learning development content. Two LD tutors and a media and journalism lecturer collaborated on a project to co-produce academic skills videos with students. Students were given a brief to create videos based on their own experience of study skills. They also took part in focus groups and completed a survey to find out more about their perception of educational videos and the experience of creating their own. There were two main aims in undertaking the project: the creation of original content by students that addressed some of the concerns we had about the efficacy of existing videos, and the development of a model of co-production which could be used as a framework to produce future content in collaboration with students.
Investigating impact: Exploring the effect of ‘open’ support on student success
Authors: Blake Jennie Rose Steres , Grayson Nicola , Karamalla-Gaiballa Sami
Published: March 2021

Traditional investigations into the impact of skills support on student success tend to focus on embedded or curriculum linked modes of delivery. The subject of this investigation concerns a study of the impact of ‘open’ support delivered through the University of Manchester library’s My Learning Essentials skills programme (MLE). MLE is a blended service providing both face-to-face and online support through two dominant pathways: one which is embedded in the curriculum and one which is ‘open to all’ regardless of degree programme or level of study. The ‘open’ nature of this type of support and the variety amongst the student population who engage with it means that measuring the impact on areas such as attainment has always been difficult. This article will present the results of a small study that investigated a specific cohort of undergraduate students in order to assess whether connections could be drawn between attendance at MLE ‘open’ workshops and degree classification. Although the cohort investigated was quite small, there is evidence of significant positive impact on student attainment as a result of engagement with the MLE programme. The data was run through a regression analysis that controlled for factors that could influence attainment and compared attendees of MLE open workshops with those who did not attend. Beyond the results of the regression analysis the study reveals interesting data around student uptake of MLE as a service and presents the methodology used, the results gained, and the lessons learned throughout the process.
More than just having the right headings: Supporting students' report writing
Authors: Reid Michelle
Published: March 2021

We tend to assume that report writing is more straightforward than essay writing and that it varies greatly between academic disciplines in HE. However, there is relatively little research on reports as an academic genre of writing. Consequently, the University of Reading, as part of the LearnHigher CETL, conducted a series of qualitative interviews with subject academics from a range of departments in order to investigate their needs when supporting student report writing. This research shows that report writing varies not only between subjects but often within modules in the same subject, and it also encompasses a far wider range of informative writing. These findings highlight the need to consider the audience and purpose of each report, to emphasise the reasons behind the formal structure of reports, and to show reports as a means of formalising and communicating a research process, rather than only a series of structural characteristics. This research has also informed the creation of adaptable report writing resources freely available on the LearnHigher website.
The role and efficacy of generic learning and study support: what is the experience and perspective of academic staff?
Authors: Bailey Richard
Published: March 2021

The importance of student learning and study support is now widely recognised in higher education but empirical research into this aspect of teaching and learning is still limited in scope. In particular the experience, perceptions and understandings of academic staff constitutes a perspective which seems under-explored. This paper presents the findings of a qualitative study in this area undertaken in one institutional context. Data are presented which illustrate academic staff attitudes to, and beliefs about learning and study support and the effects of institutional practices and priorities on how this type of provision is framed and delivered. The findings have implications for the challenge of learning development in higher education.
Engaging students in enhanced academic transitions - a case of online study skills resource SPICE (Student Pre-arrival Induction for Continuing Education)
Authors: Foster Monika
Published: March 2021

In the current educational landscape, with increasingly diverse student groups on programmes, traditional induction many not always be best suited to the needs of the students and programmes of study. Research shows that an extended induction which allows for a steady development of skills and awareness is more suitable for international and direct entry students. SPICE is a pilot project developed for third year direct entry Indian students on Hospitality Management programme. SPICE has now been used by two cohorts of Year 2 students in India coming to Edinburgh Napier programme in Year 3. Feedback from the students and staff has been very encouraging. SPICE includes a general introduction to being a University student in the UK; key academic study skills including planning, time management, team work, individual work, library skills; academic writing skills including referencing, plagiarism, essay and report writing, case studies; and a selection of activities to enhance good presentation skills. Unique features of SPICE include being student and task driven. SPICE is based on the feedback from the students about the challenges they faced. It includes podcasts from students to personalise the experience and engage new students. It is task not information driven: students complete tasks and receive feedback. It is a dynamic resource with plans to extend its use for all students (home and international).
Enhancing the e-learning environment using wikis and blogs
Authors: Wikinson Susan
Published: March 2021

This paper provides a short account of the educational benefits of using wikis and blogs in teaching and learning in higher education.  It draws on constructivist principles to explain and support the use of collaborative learning tools in higher education, and explores the factors necessary to create a successful e-learning environment.  Support for use of such e-learning tools is placed in the context of recent shifts in pedagogical approaches to learning, the increase in demand for higher education, the widening participation agenda, and the technical revolution.  It intends to convey the importance of developing collaborative learning communities within higher education, whilst keeping focus on the pedagogical, rather than technological, reasons for change.
Supporting students as learners: two questions concerning pedagogic practice
Authors: Fairbairn Gavin
Published: March 2021

Abstract Probably the most important thing that any of us who work in higher education can do, is to help our students to say themselves more clearly, by communicating what they know, what they think about what they know, and why they think it. After all, it is by engaging skilfully in the processes of academic communication, whether in written or spoken forms, that they can persuade us that they have learned something and have thought about what they have learned. What a pity, then, that most university teachers do so little to help students to develop the skills necessary to write well. In this article I discuss two ways in which I have found I can help students in their development as writers capable of engaging, informing and challenging their readers. In doing so, I acknowledge some possible criticisms. ÃÂ
Intuitive Resources: "It's like having you at home helping us"
Authors: Cash Caroline , Sumpter John
Published: March 2021

A recent report from the EDUCAUSE Centre for Applied Research highlights that students are integrating smart technologies and web-based tools into their academic experience (ECAR, 2011). With this in mind, the Intuitive Resources project at University College Falmouth created and evaluated the use of High Definition (HD) learning videos. These videos may be accessed by mobile/smartphone technologies and have been designed with close consideration of curriculum delivery and assessment in studio-based projects.Key to students' experience and successful learning in studio-based courses is the input by skilled technical instructors (TIs). TIs provide thorough induction and on-going support on complex equipment and techniques. In many instances there may a significant lapse between induction sessions and students' application of the technical skills, resulting in a high level of individual follow-up support. This on-going support is necessarily situated within the studio context and is reliant on the availability of staff and equipment and may cause students to falter in their projects until technical support becomes available.This paper shares the design and development of the Intuitive Resources project and reviews evaluative feedback from staff and students on how access to technical instruction and improved technical competence has had impact on students'URL http://goo.gl/skpYT
Don't reinvent the wheel: resources to support the teaching of academic skills across the curriculum
Authors: Howard Helen , Schneider Michelle
Published: March 2021

In 2010, the University of Leeds introduced an academic skills strategy with the ambition of embedding academic skills into the curriculum across all faculties for all students. This case study outlines one of the approaches taken by Leeds to support the implementation of the strategy. An online portfolio of teaching resources designed to encourage and support academic staff to embed skills teaching in the curriculum was developed. The case study describes the way in which the resource was designed and developed. Feedback received thus far and plans for the future are also discussed.
Incorporating audio feedback to enhance inclusivity of courses
Authors: Wilkinson Sue
Published: March 2021

Higher education institutions are under increasing pressure to provide inclusive courses that are accessible to all students, and with the percentage of disabled learners in HE increasing each year, this has become a key factor in institutional strategies and teaching and learning agendas.ÃÂ  This paper briefly highlights the issues that have risen to the need for alternative methods of feedback, and offers support for why audio feedback is one way of bridging the gap between learner engagement and tutor feedback.ÃÂ  Audio feedback is an alternative method of communicating advice to students that not only benefits disabled learners, but also non disabled learners and also tutors.ÃÂ ÃÂ
Deleuze and collaborative writing as method of inquiry
Authors: Gale Ken , Bowstead Helen
Published: March 2021

This paper is based on an interview with Ken Gale in which he talks about his experiences of collaborative writing and the ways in which Deleuzian concepts such as the Ã¢â¬ËrhizomeÃ¢â¬â¢, Ã¢â¬Ëlines of flightÃ¢â¬â¢, the Ã¢â¬ËnomadÃ¢â¬â¢, the Ã¢â¬ËfoldÃ¢â¬â¢ and the Ã¢â¬Ëbody without organsÃ¢â¬â¢ have informed and inspired his research and practice. The potential for how these concepts could help in offering a new cartography for learning development is also explored
Improving the quality of academic reflective writing in Nursing: a comparison of three different interventions
Authors: Bowman Marion , Addyman Berni
Published: March 2021

Students are rarely explicitly taught how to develop their writing within a subject discipline, as there is usually a focus on teaching content. However, academic writing, and in particular Academic Reflective Writing (ARW), is very challenging for most students. In this study, a series of three embedded writing development interventions were trailed with successive cohorts of postgraduate Nursing students writing a summative 4000 word piece of ARW. The interventions included the use of example texts to make task requirements more explicit, formative peer feedback on draft texts and facilitating increased dialogue between staff and students regarding expectations of this task. Overall the interventions represented a shift towards assessment for learning. Quantitative results showed a decrease in the number of students investigated for plagiarism, a rise in pass rates and mean grades, and an increased uptake of academic supervision over the three cohorts. In addition, complementary findings from a self-selected focus group interview indicated that respondents perceived the writing development activities to be very useful. In particular, the formative peer and tutor review of written drafts, was valued. However, a limitation of this pragmatic mixed method study was that the three cohorts were non-equivalent. Despite this, it is argued that, as ARW is so complex, disciplinary academics should embed explicit guidance and scaffolding in their teaching in order to enhance written reflection and learning. Failure to do so may lead ARW to become an exclusive educational practice leading to unintentional plagiarism and poor written reflection on practice.ÃÂ
Maria's story - the narrative of a mature international student
Authors: Hamshire Claire , Jack Kirsten , Prowse Alicia , Wibberley Christopher
Published: March 2021

This study examines in-depth the experiences of a mature, international student during her first year at university in the UK, to explore the different dimensions of her learning transitions.  The aim was to gain an in-depth understanding into the factors that influenced a student's on-going development and transformation over their first year; therefore we adopted a narrative exploration / inquiry as a means of collecting data.Maria's narrative is complex and atypical of the majority of the students in the cohort, yet it details the personal, social and academic challenges that can constitute the first year at HE; as personal history and expectations have a varying degree of influence on an individual's transition.In line with other research, this case study shows that students integration into the academic community, combined with peer support is crucial if they are going to settle into university life. The transition to HE is an on-going process and lasts longer than the initial weeks of the formal induction offered by the university.
Assessing the Research Process Improves the Product: Results of a Faculty-Librarian Collaboration
Authors: Stebick Divonna , Wertzberger Janelle , Flora Margaret , Miller Joseph
Published: March 2021

When an education professor and a reference librarian sought to improve the quality of undergraduate student research skills, their partnership led to a new focus on assessing the literature review process in addition to the product. In this study, we reflect on our collaborative experience introducing information literacy as the foundation for undergraduate teacher education research skills.ÃÂ  We examine the outcomes of this collaboration, focusing on the assessment of the process. Using a mixed methods approach, we found that direct instruction supporting effective literature review research strategies positively impacted student projects. Our data also suggest that undergraduate students benefit from not only sound literature review strategies, but also organization strategies.
Studying as a Parent: A Handbook for Success
Authors: Jasim Marie Nadia
Published: March 2021

Overview As more establishments charge the top tuition fee of ÃÂ£9000, we have seen an increased drive to widen participation into higher education. The Office For Fair Access (OFFA) reports that 172 universities and colleges have received approval to charge the top fee in academic year 2015/16 (2014a). OFFA requires all establishments charging this amount to have an Access Agreement (2014b), and are now requesting that universities research and evaluate the support they provide (2014c). With rapidly-growing, evidence-based support services on hand, how useful is a handbook for student parents?
Profiling sports therapy students' preferred learning styles within a clinical education context
Authors: Holland Christopher , Mills Claire D
Published: March 2021

The aim of this study was to report the learning style preferences of final year Sports Therapy students within the context of clinical education, with a further specific focus on differences between male and female learning styles. A total of n = 32 BSc. (Hons) Sports Therapy degree students ( xÃâ ÃÂ±ÃÂ s; age = 21.8 ÃÂ±ÃÂ 4.8 years, male:female = 14:18) were recruited from the University of Gloucestershire whilst completing a 24 week clinical practice module. Data collection involved the Kolb learning style inventory (version 3.1) being administered to all participants with reference to their clinical practice experience. Data analysis, involving mean scores for these learning style orientations, were then used to determine the group preference for abstractness over concreteness (AC-CE) and action over reflection (AE-RO). Group analysis revealed a preference for the converging learning style (AC-CE = 5.3, AE-RO = 5.2) and was in contrast to the favoured individual learning styles of Accommodator (34%) and Diverger (31%). These individual findings are consistent with Kolb & KolbÃ¢â¬â¢s (2005) belief that individuals involved in human-related professions are person orientated and likely to adopt concrete learning styles. Gender comparison revealed a statistically significant difference between the AC-CE scores (P = 0.03), possibly leading to the assumption that male Sports Therapy students have a predilection for more abstract modes of experiential learning (8.6), whereas females have a slight preference for more concrete means (2.7), suggesting a more balanced learning style. The findings of this study indicate that learning activities could be tailored in order to optimise potential learning within a clinical Sports Therapy context.
Comparative Analysis of Revenue Generation and Management of Hotels in Different Locations in Ilorin, Nigeria
Authors: Falabi Modupe , Afolabi F.I
Published: March 2021

Hoteliers clearly believe that location is important for a hotel, and have market research evidence to support this. However, almost nothing has been done to enable this issue to be incorporated into revenue generation. There is a gap in the literature relating to analysis from a location-side approach for increase revenue. This study therefore is untaken to compare revenue generation of hotels with different locations in Ilorin, Nigeria. Two research instruments were used in the study. The first research indictment is the use of a Geographical Positioning System (GPS) while the second is the use of questionnaire. The results of the hypotheses tested shows that there is a significant difference in revenue generated by hotels located in City Centre, sub-urban and highways in Ilorin, significant difference between level of patronage by hotels located in city Centre, sub-urban and highways in Ilorin ; no significant difference in  pricing among hotels located in city Centre, sub-urban and highways in Ilorin; significant difference between pricing of services and revenue generated by hotels located in city Centre, sub-urban and highways in Ilorin. The study concludes that revenue will increase if proper management of hotels is being ensured regardless of the hotel locations.
Colección de mamíferos de referencia y exhibición del Museo de Ciencias Naturales Federico Carlos Lehmann Valencia, Cali, Colombia
Authors: Velásquez Roa Tatiana , Triana Wilber Alfonso
Published: March 2021

La Colección de Mamíferos asociada al Museo de Ciencias Naturales Federico Carlos Lehmann Valencia (IMCN), hace parte de las colecciones zoológicas de referencia científica del INCIVA, Instituto para la investigación y la preservación del patrimonio natural y cultural del Valle del Cauca. La colección de mamíferos de referencia cuenta con 166 especímenes, pertenecientes a 8 órdenes, 25 familias, 57 géneros y 64 especies. Los especímenes proceden de 8 departamentos de Colombia y 1 estado de Estados Unidos. El Museo de Ciencias Naturales adicionalmente cuenta con una colección de mamíferos de exhibición, donde hay reporte de 155 especímenes de mamíferos, agrupados en 11 órdenes, 35 familias, 64 géneros y 80 especies. Se resalta la representación en las colecciones de especies como Cebuella pygmaea, Cycoples didactylus, Megaptera novaeangliae, Puma concolor, Panthera onca, Tremarctos ornatus y Tapirus pinchaque.
LOGISTICS MANAGEMENT SYSTEMS AND PERFORMANCE OF FAST-MOVING CONSUMER GOODS MANUFACTURERS IN NAIROBI, KENYA
Authors: Jepherson Muhalia , Ngugi Patrick , Moronge Makori
Published: March 2021

Purpose: The purpose of this study was to establish the relationship between logistics management systems and supply chain performance of fast-moving consumer goods manufacturers in, Kenya

Methodology: The study used descriptive research design was The study targeted the operations managers of the 51 FMCG manufacturers located in Nairobi. The sample size was 51 respondents who were selected using the census method. Questionnaires were used for data collection. For comprehension, logic and relevance, 5 respondents were used in pre-testing the questionnaire. Descriptive statistics will be used to analyze quantitative data. In order to test the significance of the effect of the predictor variables on response variables, the study used multiple linear regressions. Data collected was analyzed using SPSS version 23 and presentation of the findings done using figures, tables and charts.

Results: The study found that warehouse management systems positively and significantly influences Supply chain performance of FMCG in Kenya; inventory management systems positively and significantly influences Supply chain performance of FMCG in Kenya; transportation management systems positively and significantly influence Supply chain performance of FMCG in Kenya; clearing and forwarding management systems have positive significant relationship with Supply chain performance of FMCG in Kenya; and information technology has a positive significant influence on the relationship between logistics management systems and supply chain performance of FMCG manufacturers in Kenya.

Unique contribution to theory, practice and policy: The study recommends management of the company to ensure they remain informed on the changes in the market to ensure that their warehouse management system is up-to-date and therefore avoid process redundancy and inaccurate inventories. There is a need to use strategic approach in practices of managing logistics by embracing modernized technology and training of employees on the use of the same. Companies should automate their scheduling process this will lead to fewer interventions by the management and therefore lowering any chances of delays. It is also important for the government to ensure that there are clear regulations by custom department and ensure that the employees in this department are well knowledgeable of their task and are well organized and motivated to conduct their duties.
Message of the Philippine General Hospital Director
Authors: Legaspi Gerardo D.
Published: March 2021

The proverbial "walking while chewing gum" statement has been once again proven by our colleagues in PGH. Being able to publish quality research articles amidst the challenges brought about by the turn of events, is testament to not only the grit that we have developed in its wards but also to the commitment in pursuing new knowledge. Prior to the pandemic, PGH has shown a continuous trend of increasing annual publication. From 8% in 2015, it has steadily  risen to 42%. The investment in focused attention guided by a clear  agenda, extensive funding and protected time for research obviously is paying off handsomely. It is my fervent hope that we will be able to bring our research output to the next level which is health policy formulation based on the knowledge that we have generated.

 

Gerardo D. Legaspi, MDDirectorPhilippine General Hospital
Influence of the oil flax eco-brand on the development of safe production
Authors: Berezovsky Yuri , Kuzmina Tetiana , Mazievich Tatyana
Published: March 2021

In modern competitive environment, eco-branding constitutes one of the main prerequisites for the effective development of the country's economy. In an unstable economic situation, the reformatting of Ukrainian society is too inert, while the problems are growing rapidly, which is undoubtedly exploited by dishonest players in the consumer goods market. This study considers the lines of development of Ukrainian and world commodity markets, pointing to the need to develop the market of environmentally friendly products based on oil flax, improving the quality of flax-containing products due to the use of advanced technologies and innovative equipment. The research methodology included the monographic method, comparison, analysis, mathematical planning, and graphic method. It is determined that the main prerequisite for sustainable development of the country in the context of economic globalisation, limited resources, and technology development is the use of eco-branding. To increase the efficiency of processing of fibrous material, a method of processing oilseed flax has been developed, which allows expanding the range of processing products of oilseed flax and to create waste-free technology. A method for obtaining the same type of fibre from bast-fibre crops has been developed, which makes it possible to process oil flax stalks. Prospects for the use of the presented technical and technological developments can contribute to the modernisation of the light industry, its further development, expansion of the Ukrainian market, increase jobs and attract highly qualified specialists in the field, increase the competitiveness of Ukrainian products on the world market
Study of Salivary Enzymes in Oral Lesions
Authors: Chavan Reshma P , Ingole Shivraj M , Dalvi Shubhangi M
Published: March 2021

Aim and objective

Saliva contains different enzymes, which reflect metabolic activities of the body. Certain enzymes, such as, aspartate aminotransferase (AST) and alanine aminotransferase (ALT) enzymes are products of cell injury and cell death. Some benign oral conditions having malignant potential and therefore early changes in salivary enzyme level may be helpful for the early detection of malignancy. An attempt is made to compare salivary enzyme levels (AST and ALT) in benign oral lesions in tobacco addicts, malignant oral lesions in tobacco addicts, and healthy non-tobacco addict patients with age- and sex-matched control group.

Material and methods

A retrospective study of 150 patients with benign and malignant oral lesions with tobacco addiction was done. Control group includes tobacco non-addicts. The oral lesion was noted. Biopsy of oral lesion was sent to histopathology for diagnosis. The saliva of all patients was collected for salivary enzymes (AST and ALT) examination. Levels of salivary enzymes (AST and ALT) in benign and malignant oral lesions of patients with tobacco addiction and tobacco non-addict control group without any oral lesions with age- and sex-matched study group were included in the study. The results were analyzed statistically by Student's t-test.

Results

Salivary enzymes (AST and ALT) were not significantly increased in benign and malignant oral lesions in tobacco addict patients.

Conclusion

Salivary enzymes were increased in all benign and malignant oral lesions in tobacco consumers. There was no significant increase in salivary enzymes in all benign and malignant oral lesions in tobacco consumers.

Clinical significance

Research is going on salivary biomarkers, but these salivary biomarkers lack sensitivity and specificity and cannot be applied.

How to cite this article

Chavan RP, Ingole SM, Dalvi SM. Study of Salivary Enzymes in Oral Lesions. Int J Otorhinolaryngol Clin 2020;12(1):1–3.
The impact of long-term opioid use on the risk and severity of COVID-19
Authors: Shah, BS Rahul , Kuo, PhD Yong-Fang , Baillargeon, PhD Jacques , Raji, MD Mukaila A.
Published: March 2021

Based on evidence of the immunosuppressive effects of chronic opioids, long-term users of prescription and illicit opioids comprise an unrecognized but growing population of Americans with compromised immune function and respiratory depression who may be at high risk of infection with severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and coronavirus disease 19 (COVID-19)-related hospitalization, prolonged ICU stay, adverse events, and death. This perspective is of broad clinical and public health importance because the US has the highest population of long-term users of prescription opioids, a sequel of a decade-long practice of opioid overprescribing in the US. For long-term opioid users who are hospitalized for COVID-19, clinicians face clinical challenges arising from the suppressive effects of opioids on the respiratory and immune functions, as well as the potential for adverse drug-drug interaction when opioids have to be continued in long-term users. More research is needed to further understand the association of long-term opioid use and susceptibility to COVID-19 and other emerging infections.
Impact of the New York State Prescription Drug Monitoring Program (IStop) on chronic pain management by primary care providers
Authors: Strawser, MD Josiah D. , Block, MD, MPH Lauren
Published: March 2021

Objective: To explore the impact of the New York State Prescription Drug Monitoring Program (IStop) on the self-reported management of patients with chronic pain by primary care providers.Design: Mixed-methods study with survey collection and semistructured interviews.Setting: Multiple academic hospitals in New York.Participants: One hundred and thirty-six primary care providers (residents, fellows, attendings, and nurse practitioners) for survey collection, and eight primary care clinicians (residents, attending, and pharmacist) for interviews. Interventions: Introduction of IStop.Main outcome measure(s): Change in usage of four risk reduction strategies (pain contracts, urine tests, monthly visits, and co-management) as reported by primary care providers for patients with chronic pain.Results: After the introduction of IStop, 25 percent (32/128) of providers increased usage of monthly visits, 28 percent (36/128) of providers increased usage of pain management co-management with other healthcare providers, and 46 percent (60/129) of providers increased usage of at least one of four risk reduction strategies. Residents indicated much higher rates of change in risk reduction strategies due to IStop usage; increasing in the use of monthly visits (32 vs. 13 percent, p = 0.02) and co-management (36 vs. 13 percent, p = 0.01) occurred at a much higher rate in residents than attending physicians. Interview themes revealed an emphasis on finding opioid alternatives when possible, the need for frequent patient visits in effective pain management, and the importance of communication between the patient and provider to protect the relationship in chronic pain management.Conclusions: After the introduction of IStop, primary care providers have increased usage of risk reduction strategies in the care of chronic pain patients.
Breast implant-associated anaplastic large cell lymphoma (BIA-ALCL) in Poland: analysis of patient series and practical guidelines for breast surgeons
Authors: Pluta Piotr , Giza Agnieszka , Kolenda Małgorzata , Fendler Wojciech , Braun Marcin , Chudobiński Cezary , Chałubińska-Fendler Justyna , Araszkiewicz Michał , Loga Karolina , Lembas Lubomir , Witkowska Magdalena , Pluta Agnieszka , Kolasiński Jerzy , Basta Pawel , Kołacińska-Voytkuv Agnieszka , Cieśla Sławomir , Jesionek-Kupnicka Dorota , Jankau Jerzy , Kuczyński Maciej , Kalinka Ewa , Zadrożny Marek , Murawa Dawid
Published: March 2021

Introduction

Although breast implant-associated anaplastic large cell lymphoma (BIA-ALCL) is infrequent, with less than 1000 noted cases worldwide, patients consenting for breast implant surgery should be aware of its risk. We describe the first Polish multicenter case-series data on BIA-ALCL patients and present diagnostic and treatment recommendation for breast surgeons.

Material and methods

In cooperation with the Polish Society of Surgical Oncology and Polish Lymphoma Research Group, we collected BIA-ALCL cases in Poland.

Results

We retrospectively reviewed clinical data of seven BIA-ALCL patients, diagnosed between July 2013 and November 2019. The median time from implant placement to the first BIA-ALCL symptoms was 65 months (range: 33–96 months). All the patients were exposed to textured implants at presentation. Capsulectomy with implant removal was performed in all the patients with immediate reimplantation in 2 cases. In a median follow-up of 19 months (range 5-81 months), there was no recurrence and all the patients stayed alive. Between 2013 and 2019, the incidence of BIA-ALCL in Polish female population age 30 and above ranged from 0 to 0.021/100 000/year.

Conclusions

BIA-ALCL is scarce in the Polish population. In a short-term follow-up, patients’ prognosis remains excellent. Due to the withdrawal of roughly textured implants from the market and the exclusion of likely the most potent etiologic factor, it might be expected that the incidence of BIA-ALCL will become even rarer.