bluuebunny/crossref_metadata_2025 huggingface dataset:
THREE INSTITUTIONS, THREE APPROACHES, ONE GOAL: ADDRESSING QUALITY ASSURANCE IN ONLINE LEARNING
Authors: Britto Marwin , Ford Cristi , Wise Jean-Marc
Published: February 2017

The rapid growth of online academic programs in higher education has prompted institutions to develop processes and implement strategies to ensure the quality of their online offerings. Although there is no “one-size-fits-all” approach, there are “quality” standards which institutions can effectively implement regardless of context. This paper examines approaches from three different types of institutions in addressing quality assurance in online education on their respective campuses. Specifically, this paper presents three case studies and describes each institution’s 1) background and overview, 2) quality definition, 3) approach to quality assurance, 4) models and approaches, 5) goals, 6) successes, 7) challenges, and 8) lessons learned. A comparison reveals that despite differences in scope, size, location, mission and extent of online development, there is consistency in the institutions’ strategies to addressing quality assurance in online learning.
Round One? Judge Issues Rulings in Long-awaited Copyright Infringement Lawsuit Against Georgia State University
Authors: Enghagen Linda
Published: February 2017

The long-awaited rulings in the copyright infringement lawsuit provide the most specific guidance available to date on the fair use of certain types of materials in e-reserves systems and online course management systems. Unless successfully appealed or otherwise overturned, this case represents a significant victory for Georgia State University specifically and higher education in general. In addition to rejecting the 1976 Classroom Copying Guidelines for Books and Periodicals as an appropriate legal standard for fair use, the case holds that semester-to-semester use of the same material is permitted by fair use. Further, at least for non-fiction books, this case provides somewhat formulaic standards for evaluating fair use. Finally, the potential financial implications of this case are analyzed and suggestions for institutional due diligence are recommended.
Applying a Model of Communicative Influence in Education in Closed Online and Offline Courses
Authors: Carr Caleb T.
Published: February 2017

This research explores communicative influences on cognitive learning and educational affect in online and offline courses limited to only enrolled students. A survey was conducted of students (N = 147) enrolled in online and offline courses within a single department during Summer, 2013. Respondents were asked about their classroom communication and perceptions, and survey responses were subjected to structural equation modeling to predict each respondent’s final course grade and educational affect. Results provide mixed support for Carr et al.’s [1] communicative influence in education model (CIEM), with strong and significant effects identified only for online courses. While hypotheses regarding the mediating effects of instructor credibility and social identification with colearners were rejected, direct effects of course modality on these variables were identified. Findings are discussed with respect to differences in online and offline communication, online and offline courses, and implications for educators and institutions.
An Exploration of Metacognition in Asynchronous Student-Led Discussions: A Qualitative Inquiry
Authors: Snyder Martha M. , Dringus Laurie P.
Published: February 2017

Research is limited on how metacognition is facilitated and manifested in socially situated online learning environments such as online discussion forums. We approached metacognition as the phenomenon of interest partly through a methodological objective to evaluate the relevance of a metacognition construct and partly through a content objective to study student-led facilitation of discussions as a strategy in promoting metacognition. Results revealed that the metacognition construct was useful in helping us understand and organize the data and student-led online discussions can be an effective strategy for helping students develop dimensions of metacognition including knowledge, monitoring, and regulation. However, in order for students to use these skills effectively, instruction, motivation, and guidance are needed particularly related to regulation of metacognition and co-construction of meaning.
Transformation of Online Teaching Practices Through Implementation of Appreciative Inquiry
Authors: Johnson Bruce A.
Published: February 2017

The purpose of this case study was to explore the application and outcome of appreciative inquiry as an online instructional strategy for the development of three specific factors: adult learner motivation, engagement, and performance. Appreciative andragogy was an original phrase developed for this study and is an adaptation of appreciative inquiry. Appreciative inquiry has been successfully utilized within organizations to facilitate change and development, while enhancing employee motivation, engagement, and performance. Because there is little research concerning the application of appreciative inquiry to an academic environment, elements of appreciative inquiry were implemented as an instructional strategy within undergraduate and graduate online classrooms. The appreciative inquiry model was adapted for this study as appreciative andragogy and utilized over a four-week implementation period. The participants worked with selected students from their online class and they measured the three factors (motivation, engagement, and performance) before and after the implementation phase. The findings of this study indicate that appreciative andragogy can be applied as an instructional strategy in any online classroom regardless of the subject matter and it holds the potential to have a positive impact on the online learning classroom environment. The study concluded that appreciative andragogy has an ability to take the distance out of distance learning.
Information and Communication Technology to Facilitate Learning for Students in the Health Professions: Current Uses, Gaps and Future Directions
Authors: Costello Ellen , Corcoran Mary , Barnett Jacqueline , Birkmeier Marisa , Cohn Rhea , Ekmekci Ozgur , Falk Nancy , Harrod Thomas , Herrmann Debra , Robinson Sean , Walker Bryan
Published: February 2017

Changes in the US Healthcare System along with the need for institutions of higher education to prepare a work force ready to address the challenges of today and tomorrow have highlighted the need to incorporate technology in its broadest sense as part of the student learning experience. In health professional education, this becomes challenging as programs have traditionally relied on face-to-face instruction along with internship experiences which provide hands on patient care. In addition, learning activities that incorporate higher order critical thinking must be incorporated in order to meet competency based professional expectations as well as expectations in the work place environment. This article will address current technology use in health professional education programs and identify opportunities to incorporate technology to enhance the student learning experiences with emphasis on the critical thinking, communication, and psychomotor skills required of today’s health professional graduate.
Learning Partnership: Students and Faculty Learning Together to Facilitate Reflection and Higher Order Thinking in a Blended Course
Authors: McDonald Paige , Straker Howard , Schlumpf Karen , Plack Margaret
Published: February 2017

This article discusses a learning partnership among faculty and students to influence reflective practice in a blended course. Faculty redesigned a traditional face-to-face (FTF) introductory physician assistant course into a blended course to promote increased reflection and higher order thinking. Early student reflective writing suggested a need for learner familiarization with levels of learning, types of reflection, and levels of reflective practice and for revision of writing prompts to encourage greater depth and breadth of reflection. This article presents results from an analysis of students’ writings prior to and after the learning intervention and revision of writing prompts. Writings from Week 1 and Week 8 of the course were analyzed for level of reflective practice, depth and breadth of reflection, and depth of higher order thinking. Results indicate an increase in level, depth, and breadth of reflection post-intervention. Results also indicate an increase in occurrences in higher order thinking post-intervention. Findings suggest that purposive course design, combined with instruction on reflection and appropriate reflective prompts, can influence breadth and depth of reflection and higher order thinking in a blended course.
The Evolving Military Learner Population: A Review of the Literature
Authors: Ford Kate , Vignare Karen
Published: February 2017

This literature review examines the evolving online military learner population with emphasis on current generation military learners, who are most frequently Post-9/11 veterans. The review synthesizes recent scholarly and grey literature on military learner demographics and attributes, college experiences, and academic outcomes against a backdrop of conceptual frameworks addressing adult transition theory, learner persistence, and institutional responsiveness. Military learner demographics and academic risk profiles are most similar to nontraditional, first generation learners, although military learners face additional challenges associated with service-connected injuries and disabilities. Like other nontraditional learners juggling work, family, and academic responsibilities, military learners have become increasingly reliant on online learning. Intersecting community memberships, role identities, and commitments often complicate the transition to college and perceived sense of fit, a finding more pronounced in studies involving military learners attending campuses predominately serving traditional students. The significant lack of research examining online military learners limited further comparative analysis.

Overall, current research suggests military learners adapt and persist in college by drawing upon deeply engrained military traits and tendencies, including self-discipline, mission-first focus, and reliance on fellow military learners. A few studies have suggested that institutional support systems for military learners, such as offering customized services and courses online, contributed to learner satisfaction and persistence. A growing number of institutions have adopted military-friendly approaches to program and service delivery since the enactment of the Post-9/11 GI Bill in 2008. Yet impact findings were mostly anecdotal. Confirming these findings requires additional quantitative empirical research with larger and more precisely defined population samples. As technology continues to blur previously sharp distinctions between face-to-face and online learning, the next wave of military learner research must focus on military learner retention models encompassing multiple learning modes and delivery methods, institutional student supports needed to enhance success, understanding military learner paths through multiple institutions, and population samples that provide generalizable information about military learners.
Bridging the Gap: Technology and Veteran Academic Success
Authors: Cass David , Hammond Shane
Published: February 2017

This paper presents two unique yet confluent perspectives regarding the use of technology to support student veterans in college, and is meant to ignite discussion of the blending of high impact practices with technology to promote their academic success. The authors highlight the historical trends of student veterans in the academy and discuss the barriers to success for this unique population of students. Uvize, an online mentoring and advising platform for student veterans, is introduced with an overview of the creation of the program and preliminary results from three forward thinking institutions. This article further defines why student veterans are a special student population on our campuses and require unique services to support their overall academic success. Theoretical and pragmatic technology based solutions for student veteran successes are presented.
Introducing the Social Presence Model to Explore Online and Blended Learning Experiences
Authors: Whiteside Aimee L.
Published: February 2017

This study explores the level of social presence or connectedness, in two iterations of a 13-month, graduate-level certificate program designed to help K-12 school leaders integrate technology in their districts. Vygotsky’s Social Development Theory serves as the theoretical lens for this programmatic research. The methods include a case study approach for coding discussions for 16 online courses using the pre-established Social Presence coding scheme as well as conducting instructor and student interviews and collecting observation notes on over a dozen face-to-face courses. The results of this study suggest the need for further research and development on the Social Presence coding scheme. Additionally, this study unveiled the Social Presence Model, a working model that suggests social presence consists of the following five integrated elements: Affective Association, Community Cohesion, Instructor Involvement, Interaction Intensity, and Knowledge and Experience. Finally, this study also highlighted the importance of multiple data sources for researchers, the need for researchers to request access to participant data outside the formal learning environment, and the inherently unique challenges instructors face with multimodal literacy and social presence in blended learning programs.
Is It Worth the Effort? The Impact of Incorporating Synchronous Lectures into an Online Course
Authors: Olson Joann S. , McCracken Fawn E.
Published: February 2017

This study explores student achievement, sense of social community, and sense of learning community (Rovai, 2002) in two sections of an online course taught concurrently by the same instructor. One section was delivered in a fully asynchronous format; the other incorporated weekly synchronous lectures using an Adobe Connect environment. Students were randomly assigned to one of the two sections but allowed to change sections (before the semester began) if unwilling or unable to participate in weekly Adobe Connect meetings. Data included grades on course assignments, final course grades, end-of-course evaluations, and responses to the Classroom Community Inventory (Rovai, Wighting & Lucking, 2004). No significant differences were found on measures of academic achievement, student satisfaction, social community, or learning community between the two sections.
Using Word Clouds in Online Discussions to Support Critical Thinking and Engagement
Authors: DeNoyelles Aimee , Reyes-Foster Beatriz
Published: February 2017

Being actively engaged in a task is often associated with critical thinking. Cultivating critical thinking skills, such as purposefully reflecting and analyzing one’s own thinking, is a major goal of higher education. However, there is a challenge in providing college students opportunities to clearly demonstrate these skills in online courses. This research explores the effectiveness of incorporating word clouds–visual representations of word frequency in a given passage of text–into online discussions. We sought to establish whether implementing word clouds in online discussions would result in a higher incidence of critical thinking and engagement. Survey results from undergraduate participants (n=132) revealed that students analyzing text in word clouds reported moderately higher scores on critical thinking and engagement than students analyzing the text in a linear fashion. A positive relationship was found between critical thinking and engagement, as well as peer interaction. This strategy can be applied to a wide range of educational environments to stimulate critical thinking and engagement.
Student Perceptions of Twitters’ Effectiveness for Assessment in a Large Enrollment Online Course
Authors: Rohr Linda E , Costello Jane
Published: February 2017

During the Winter and Spring 2014 semesters students registered in the online offering of Human Kinetics and Recreation 1000 (N=589) were asked to participate in two Twitter events encompassing two of the course’s assessment activities. In each Twitter event, students were required to post, at minimum, one original tweet and respond to another student’s tweet. The use of a tweet feeder widget in the course’s learning management system provided a current summary of the dialogue. An aggregate tool was used to assist with tracking of student tweets for assessment purposes.

At the end of the semester students were asked to complete an online survey that sought to ascertain their experience of using Twitter within the course, including its effectiveness as a component of the assessment, and as a means to enhance social presence within the class. The survey also inquired about students’ previous and current Twitter use, and requested recommendations on how to use it in future courses. Results of this survey data indicate students perceived Twitter as an effective means of assessment, and an effective means to integrate social presence in the high enrollment course allowing them to feel more connected to their classmates and the course content. Students suggested several ways micro-blogging could be used in future classes. Implications for the use of Twitter for assessment purposes or as a means to enhance social presence are discussed.
An Analysis of Faculty Promotion of Critical Thinking and Peer Interaction within Threaded Discussions
Authors: Belcher Alan , Hall Barbara M. , Kelley Kathleen , Pressey Keith L.
Published: February 2017

The purposes of the research were to (1) examine the relationships between faculty behaviors that promote critical thinking and the resulting critical thinking within peer interaction and (2) identify specific faculty behaviors that result in the highest levels of critical thinking within peer interactions. Using a concurrent embedded mixed methods approach, 19,595 peer-to-peer responses were coded along the 5-point scale of the Interaction Analysis Model (IAM) and faculty behaviors within 91 courses were reviewed for 19 different behaviors. Comparing each individual faculty behavior to the IAM scores yielded interesting results. There were six significant correlations between faculty behaviors and scores on the IAM. Two of the correlations involved “negative” faculty behaviors, perhaps suggesting that peers make up for the lack of instructor presence within discussions. Multiple considerations for discussion design and facilitation are suggested along with recommendations for future research.
Does Gender Matter? University Library Access and Career Preparedness
Authors: Smith Daniella
Published: February 2017

The purpose of this exploratory study was to examine how the gender of distance learning students related to variables such as the perception of the availability of library resources, technology available at home and work, technology provided by a university for distance learning, and career preparedness. A total of 166 master’s students in the last semester of their degree program submitted answers to a self-administered online survey designed to collect information about their degree program experiences. The results of the study indicated that female students felt more prepared by their degree programs when they felt library resources were accessible. Females were also more likely to feel library materials were available if they believed the university’s distance learning technology was reliable and that web-based technology provided by the university was adequate. Both genders were more likely to feel they had access to library resources when they felt they had adequate information technology at home or work. Based on these results, it is recommended that faculty collaborate with librarians to market library services so that students are aware of the resources that are available to them. Moreover, implementing strategies such as differentiated learning and optional gender-based library training sessions that utilize learning styles preferred by each gender may be beneficial for students.
Are There Metrics for MOOCS From Social Media?
Authors: Ruby Alan , Perna Laura , Boruch Robert , Wang Nicole
Published: February 2017

Since “the year of the MOOC” in 2012, the effectiveness of massive open online courses (MOOCs) has been widely debated. Some argue that MOOCs are not an effective mode of instructional delivery because of low completion rates. In the interest of developing alternative indicators of performance this study draws from recent efforts to measure engagement in social media, as well as from research on indicators of student engagement in traditional college courses. Using data from 16 Coursera MOOCs offered by the University of Pennsylvania we calculate standardized access rates for lectures and assessments. While these indicators have clear limitations as measures of educational progress they offer a different, more nuanced understanding of the level and nature of users’ engagement with a MOOC. This paper shows that a very small share of users takes up available opportunities to access course content but notes that the standardized access rates compare favorably with those for social media sites and with response rates to large-scale direct mail marketing programs. For MOOC providers and platform managers, indicators like the ones developed in this study may be a useful first step in monitoring the extent to which different types and combinations of activities may be providing better opportunities for learning.
“When We Talk About Compliance, It’s Because We Lived It” - Online Educators’ Roles in Supporting Students with Disabilities
Authors: Rice Mary Frances , Carter, Jr. Richard Allen
Published: February 2017

As participation in online learning grows, so do concerns around the ways in which students with disabilities are served in virtual school programs, both full and part-time. At the crux of this struggle is the way in which federal and state laws (many of which were incepted before online learning existed or gained traction as an educational option) are interpreted by educators and translated into policies at the school level. Further, administrators, special education case managers, and teachers all interpret school level policies and answer to directives from a hierarchy of supervisors. The interpretations of these policies and the understandings educators use to guide their thinking have not been well-researched. In the present study, teachers, special education case managers, school level special education administrators, and regional directors were interviewed about their roles in developing, supporting, and implementing accommodations and other forms of support for students with disabilities in online courses. Findings from this work focus on the role conceptions of various types of educators in virtual schools and the tensions they experience as they work to support each other in positioning students with disabilities for success.
Chair Perceptions of Trust between Mentor and Mentee in Online Doctoral Dissertation Mentoring
Authors: Rademaker Linnea
Published: February 2017

We explored online dissertation chairs’ perceptions of trust in the mentor—mentee relationship, as trust was identified as a crucial factor in the success of doctoral students. Through the implementation of a multiple-case study, and a qualitative, online questionnaire, and through qualitative data analysis, we discovered 16 chairs’ perceptions of trust and that student vulnerability is an important part of the relationship that chairs consistently work to alleviate. Findings point to the importance for chairs to establish trust through feedback, consistency, and personal connections with students. Second, chairs perceived student vulnerability to include both students’ discussion of their academic skills (or lack thereof) and their willingness to share personal information. Chairs were very resourceful in enacting strategies to alleviate all types of student vulnerability, including recognizing student strengths and pointing to the positives of vulnerability and by offering scholarly resources for students to develop their academic strengths.
Utilizing a Simulation within an Online School Technology Leadership Course
Authors: Strycker Jesse
Published: February 2017

Online courses and programs have grown to become and continue to be a popular option for students. As part of an online Master’s of Education in Instructional Technology program, students must complete a school technology leadership course. Leadership decision making, policy making, and how to have innovations take hold in a school settings are important things to learn about, but are even more important concepts for students to be able to practice. This case study details the reasoning behind, utilization of, adjustments to, and results from bringing a simulation into the program’s online school technology leadership course. Results show that students found the simulation to provide a mostly authentic experience and grew to understand that they should view the simulation as a system, but some students were averse to risk taking and were not always able to adjust to details within the simulation that challenged their existing schema regarding technology leadership and how innovations are diffused within a school setting.
Information Sharing, Community Development, and Deindividuation in the eLearning Domain
Authors: Cooke Dr. Nicole
Published: February 2017

In a study of the information behaviors of graduate students enrolled in an online Masters of Library and Information Science (MLIS) program, it was determined that learners engage in threaded discussions not only for cognitive purposes but for affective reasons as well. The information sharing among students was particularly prolific during a session in which medical ailments and information were discussed. Data were collected from an asynchronous class in a graduate LIS program, and were examined through learner/context analysis and textual analysis. This study used syllabi, course construction, specific assignments and requirements, and other details that contribute to the totality of the learning environment. Specific attention was given to the threaded discussions assigned in the class. This data provided insight into the students’ activities and learning during 15 weeks, and enhanced the overall context for the small world that develops within an online learning community.

Students connected with their peers and instructor through copious exchanges of information during which a concerted and consistent effort was made to connect with one another by using personal names, engaging in humor and joke-telling, using emoticons, and expressing support and empathy.
Developing Learning Analytics Design Knowledge in the “Middle Space”: The Student Tuning Model and Align Design Framework for Learning Analytics Use
Authors: Wise Alyssa Friend , Vytasek Jovita Maria , Hausknecht Simone , Zhao Yuting
Published: February 2017

This paper addresses a relatively unexplored area in the field of learning analytics: how analytics are taken up and used as part of teaching and learning processes. Initial steps are taken towards developing design knowledge for this “middle space,” with a focus on students as analytics users. First, a core set of challenges for analytics use identified in the literature are compiled. Then, a process model is presented for conceptualizing students’ learning analytics use as part of a self-regulatory cycle of grounding, goal-setting, action and reflection–the Student Tuning Model. Finally, the Align Design Framework is presented with initial validation as a tool for pedagogical design that addresses the identified challenges and supports students’ use of analytics as part of the tuning process. Together, the framework’s four interconnected principles of Integration, Agency, Reference Frame and Dialogue / Audience provide a useful starting point for further inquiry into well-designed learning analytics implementations.
Assessment of Learning in Digital Interactive Social Networks: A Learning Analytics Approach
Authors: Wilson Mark , Scalise Kathleen , Gochyyev Perman
Published: February 2017

This paper summarizes initial field-test results from data analytics used in the work of the Assessment and Teaching of 21st Century Skills (ATC21S) project, on the “ICT Literacy – Learning in digital networks” learning progression. This project, sponsored by Cisco, Intel and Microsoft, aims to help educators around the world enable students with the skills to succeed in future career and college goals. The paper begins with describing some expansions to a common definition of learning analytics, then includes a review of the literature on ICT literacy, including the specific development that led to the ATC21S effort. This is followed by a description of the development of a “learning progression” for this project, as well as the logic behind the instrument construction and data analytics, along with examples of each. Data were collected in a demonstration digital environment in four countries: Australia, Finland, Singapore and the U.S. The results indicate that the new constructs developed by the project, and the novel item forms and analytics that were employed, are indeed capable of being employed in a large-scale digital environment. The paper concludes with a discussion of the next steps for this effort.
Introduction to Section II
Authors: Shea Peter
Published: February 2017

This issue of Online Learning contains six articles outside the Special Conference Section. This section of OLJ includes papers investigating faculty development, academic dishonesty, the community of inquiry model, online labs, sense of connectivity, and academic performance in an online program.
Introduction to Section II
Authors: Shea Peter
Published: February 2017

In addition to the special issue section reflecting papers presented in the OTL SIG at the 2016 conference of the American Educational Research Association this issue also features papers from our standard submission process. These papers investigate issues related to the academic performance of minority students in online settings, experiential online learning, learning styles, and virtual conference participation.
Using Importance-Performance Analysis to Guide Instructional Design of Experiential Learning Activities
Authors: Anderson Sheri , Hsu Yu-Chang , Kinney Judy
Published: February 2017

Designing experiential learning activities requires an instructor to think about what they want the students to learn. Using importance-performance analysis can assist with the instructional design of the activities. This exploratory study used importance-performance analysis in an online introduction to criminology course. There is limited research on experiential learning in online courses as well as empirical data to assist with the instructional design of the experiential learning activities. The primary goal of this article is to demonstrate the use of importance- performance analysis to guide the instructional design of experiential learning activities.
Strategi Dakwah Studi Pemecahan Masalah
Authors: Nawawi Nawawi
Published: February 2017

Dakwah is not only normative understanding of Islamic values, but also understanding human and environment condition as dakwah’s target. In Dakwah activity, we often found many problems as Islamic values bias, poverty, illiteracy, violence, moral decadency, backwardness, etc. These problems cant be solved only with normative teaching. Therefore, proper Dakwah strategy is Dakwah bil hal (practice) or development Dakwah to give solution appropriated with problem faced by umat.
Ketika Stress Beraksi Islam Punya Solusi
Authors: Abidin Zaenal
Published: February 2017

Stress is a mental condition that may results in the destruction of personal life, both physically and mentally. Stress may be driven by internal and external factors. Since it can negatively affect an individual, Islam offers some solution to face such condition
Gagasan Pemikiran dan Gerakan Dakwah M. Natsir di Indonesia
Authors: Muridan Muridan
Published: February 2017

M. Natsir was one of the most prominent figures in religious discourse and movement in Indonesia. He was ada’wa reformer as well as a politician and a statesman. His most well known ideas were about the relationship between Islamand state, Islam and Pancasila, and his idea on da’wa. He stated that a country would be Islamic because of neither itsformal name as an Islamic state nor its Islamic state principles. The principles of the state could be generally formulated aslong as they referred to the Islamic values. Natsir also stated that the essence of Pancasila didn’t contradict with Islam; evensome parts of it went after the goals of Islam. However, it didn’t mean that Pancasila was identical with Islam. In relation toda’wa, he stated that it should be the responsibility of all Muslims, not only the responsibility of kyai or ulama. To make ada’wamovement successful, he suggested that it needed three integrated components; masjid, Islamic boarding school, andcampus.
Diagnosis of lumbosacral diskospondylosis in a bucking bull assisted by high-definition thermal and nuclear scintigraphic imaging
Authors: Caldwell Marc , Passler Thomas , Purohit Ram C. , Pascoe David , Wolfe Dwight F.
Published: February 2017

CASE DESCRIPTION An 8-year-old Brahman-cross bull was evaluated for left hind limb lameness of 2 months' duration. The lameness was first noticed during a rodeo bucking performance, immediately after the bull appeared to land inappropriately on the affected limb.

CLINICAL FINDINGS Physical examination findings revealed left hind limb lameness, ataxia, and left-sided epaxial muscle atrophy. Palpation per rectum along the lumbar portion of the vertebral column revealed evidence of exostosis of the ventral aspect. High-definition infrared thermal imaging revealed a pattern of reduced skin temperature in the area of the left lumbar and gluteal regions suggestive of a disruption in the sympathetic control of peripheral blood flow. Nuclear scintigraphy revealed a focal area of increased radioisotope uptake on the left ventrolateral aspect of the L2–3 intervertebral joint. A presumptive diagnosis of ventrolateral vertebral spondylosis resulting in spinal nerve impingement was made.

TREATMENT AND OUTCOME 200 mg of methylprednisolone was epidurally injected at the site of the lesion, and treatment with polysulfated glycosaminoglycans was initiated (500 mg, IM, every 4 days for 7 treatments, then monthly thereafter). The lameness and ataxia observed in the left hind limb resolved within 1 week after treatment began. Subsequently, the bull was discharged from the hospital and was used successfully for semen collection and live-cover breeding.

CLINICAL RELEVANCE Use of thermography for the bull of this report provided additional insight into neurovascular physiologic function that classical imaging modalities are unable to provide and, when combined with nuclear scintigraphy, aided in identifying the most critical lesion in a complex clinical case.
Effects of exercise on pulmonary function tests: A comparative study between athletes and non-athletes in Nepalese settings
Authors: Mahotra N B , Amatya T M , Rana B SJB , Banstola D
Published: February 2017

 Due to regular exercises, athletes tend to have an increase in pulmonary functions when compared to non exercising individuals, especially when the exercise is strenuous. Intensity and severity of sports engaged in by the athletes determines the extent of strengthening of the inspiratory muscles with a resultant increase in the lung volumes and capacities. Pulmonary parameters like tidal volume and forced vital capacity are significantly higher in athletes than in non athletes. A cross sectional comparative study was carried out in national sports council, Tribhuvan army club and institute of medicine, Kathmandu, Nepal. The athletes were footballers from Tribhuvan army club and sprinters from national sports council. The non-athletes were medical students from the institute of medicine, Kathmandu. Data were collected after performing spirometry and mean values were compared between athletes and non-athletes. Pulmonary functions were assessed based on forced vital capacity (FVC), forced expiratory volume in 1 second (FEV1) and peak expiratory flow rate (PEFR) expressed as percent predicted for the age, sex, height, weight and race. Spirometry was performed in 169 subjects, out of which 84 were athletes and 85 were non-athletes. Athletes had a significantly superior FVC (P =0.00) compared to non-athletes. FEV1 was also recorded significantly higher in athletes than in non-athletes (P=0.023). Athletes have better pulmonary function tests than non-athletes because exercise in athletes strengthens the muscles of respiration. 
A prospective assessment of polypharmacy induced drug interactions with corticosteroids
Authors: Kumar S , Thakur P K , Shah S K
Published: February 2017

Drug interaction represents a major problem in day-to-day practice. The incidence of adverse reactions increases almost exponentially as the number of drugs co prescribed rises, and this is in part due to interaction. This study was aimed to study the incidence of polypharmacy induced drug interactions with corticosteroids and their severity. A prospective observational study was carried out in 211 In-patients from various departments of the hospital during 6 months and subjected to statistical analysis. Out of 211 In-patients, 142 (67.3%) were male and 69 (32.7%) were female, A with maximum (44.9%) belonging to geriatric age group. Most of patients were prescribed with more than 6 drugs. The numbers of prescriptions having drug interactions with corticosteroids were 111, with majority (49.5%) of them were from general medicine ward. A total of 154 drug-drug interactions were found among these prescriptions including 124 moderate, 21 major and 9 contraindicated interactions. Most of the prescriptions (75) were having atleast 1 interaction and 28 prescriptions were having 2 interactions. Out of these interactions, 17, 75, and 62 were having excellent, good and fair scientific evidence. Regarding the onset of these drug-drug interactions, 74(48%) were with delayed onset, 43(27.9%) were unspecified and 37(24%) were with rapid onset. Dexamethasone with ciprofloxacin, tramadol, moxifloxacin, diclofenac, pantoprazole, theophylline were the most encountered combinations. A high prevalence of polypharmacy and drug interactions with corticosteroids was identified in our study. Since concurrent drugs can potentiate irreversible adverse effects of corticosteroids, a regular therapeutic intervention is necessary.
Scalp swelling of long duration
Authors: Dahal P , Rai S M
Published: February 2017

Malignant tumors occurring in the scalp are uncommon. When scalp swellings are asymptomatic, small in size or covered by hair usually they are neglected by patients. This may lead to a potential risk of delay in detection and treatment which may cause poorer results. Here we are presenting the case of scalp swelling of unknown duration and pre-operative investigation had showed benign lesion and was managed accordingly but post operatively it was found malignant and metastasized rapidly and become incurable. So any unusual, ulcerated/pigmented lesion of the scalp we must consider the possibility of a tumor and reconstruction with flap should be done after confirmation of the diagnosis.
A prospective assessment of polypharmacy induced drug interactions with corticosteroids
Authors: Kumar S , Thakur P K , Shah S K
Published: February 2017

Drug interaction represents a major problem in day-to-day practice. The incidence of adverse reactions increases almost exponentially as the number of drugs co prescribed rises, and this is in part due to interaction. This study was aimed to study the incidence of polypharmacy induced drug interactions with corticosteroids and their severity. A prospective observational study was carried out in 211 In-patients from various departments of the hospital during 6 months and subjected to statistical analysis. Out of 211 In-patients, 142 (67.3%) were male and 69 (32.7%) were female, A with maximum (44.9%) belonging to geriatric age group. Most of patients were prescribed with more than 6 drugs. The numbers of prescriptions having drug interactions with corticosteroids were 111, with majority (49.5%) of them were from general medicine ward. A total of 154 drug-drug interactions were found among these prescriptions including 124 moderate, 21 major and 9 contraindicated interactions. Most of the prescriptions (75) were having atleast 1 interaction and 28 prescriptions were having 2 interactions. Out of these interactions, 17, 75, and 62 were having excellent, good and fair scientific evidence. Regarding the onset of these drug-drug interactions, 74(48%) were with delayed onset, 43(27.9%) were unspecified and 37(24%) were with rapid onset. Dexamethasone with ciprofloxacin, tramadol, moxifloxacin, diclofenac, pantoprazole, theophylline were the most encountered combinations. A high prevalence of polypharmacy and drug interactions with corticosteroids was identified in our study. Since concurrent drugs can potentiate irreversible adverse effects of corticosteroids, a regular therapeutic intervention is necessary.
Determinants of newborn care at home among the parents attending maternal and child health clinic in maternity hospital, Thapathali, Kathmandu, Nepal
Authors: Shakya J
Published: February 2017

Maternal and child health reveals the basic status of women and child in Nepal. High Infant Mortality rate and Neonatal Mortality rates reveal the inadequate health care delivery and inadequate knowledge and practice of traditional birthing practice and newborn care at home in rural areas. This study was conducted to identify the various determining factors affecting care of the newborn babies at home. A convenient purposive sampling technique was used for the purpose. The leaflets regarding newborn care and common health problems and their management were also distributed to the parents as they needed. The data were collected from 100 parents attending MCH clinic Maternity Hospital, Thapathali by using the semi structured questionnaire consisting of socio-demographic characteristics, knowledge and practice related to care and common health problems of the newborn baby. The obtained data were analyzed by using frequency, percentage, mean value, standard deviation and calculation of P value. This study revealed that the majority (88%) of the literate respondents were from the urban area. 71.42% of the respondents had knowledge about the management of difficulty breathing at home delivery situation. All the respondents fed colostrum and 86% of them had their baby exposed to sun in the morning for about 1-2 hours and 57% had knowledge of common health problems like poor sucking, eye infection and cord infection. The scoring of the knowledge shows that 33% of respondents had adequate knowledge and only 9% had inadequate knowledge of care of the newborn. On the practice side, 33% of the respondents had inadequate practice and only 15 % had adequate practice. Among the respondents of SLC/campus level 68% had the practice of bath on the 2nd day after birth and 64% of the respondents who were literate/ primary level had practiced of bath to their baby immediately after birth. There is statistically significant association between education level and practice of giving bath, (P Value=0.003). Development of leaflets regarding information of care of the newborn and common heath problems and their management at home situation were necessary to prepare and provide information to the parents.
Changes in Affective and Cognitive Empathy among Veterinary Practitioners
Authors: Schoenfeld-Tacher Regina M. , Shaw Jane R. , Meyer-Parsons Beatrice , Kogan Lori R.
Published: February 2017

Clinical empathy is a multi-dimensional concept characterized by four dimensions: (1) affective—the ability to experience patients' or clients' emotions and perspectives, (2) moral—the internal motivation to empathize, (3) cognitive—the intellectual ability to identify and comprehend others' perspective and emotions, and (4) behavioral—the ability to convey understanding of those emotions and perspectives back to the patient or client. The Davis Interpersonal Reactivity Index (IRI) was used to examine the affective and cognitive facets of empathy in veterinary practitioners. The IRI consists of four subscales that measure cognitive (perspective taking and fantasy) and affective (emphatic concern and personal distress) components of empathy. Data from a cross-sectional sample of practicing veterinarians (n=434) were collected. Veterinarians' fantasy scores were lowest for those with the most clinical experience. Personal distress scores were highest among new veterinarians and lowest for those with 26 or more years in practice. High levels of personal distress in the early years of practice are concerning for the professional wellness of veterinarians. To combat this trend, the implementation of resilience-building interventions should be considered to support veterinary practitioners.
The Prevalence of Compassion Fatigue among Veterinary Students in Australia and the Associated Psychological Factors
Authors: McArthur Michelle L. , Andrews Jena R. , Brand Conor , Hazel Susan J.
Published: February 2017

Compassion fatigue, compassion satisfaction, and other characteristics such as mindfulness and mental health stigma have not been investigated in veterinary students. The aims of this study were twofold: first to determine the prevalence of compassion, satisfaction, burnout, and secondary traumatic stress among Australian veterinary students and second to investigate the association between these factors and self-stigma, coping, empathy, and mindfulness. A cross-sectional online survey consisting of demographic questions and four validated psychological measures sampled 828 students, with a response rate of 31% (255/828). We obtained a usable sample of completed surveys from 193 of 828 (23%) veterinary students from six of the seven Australian veterinary schools. Bivariate correlations and multiple regression analyses were used to examine associations between the psychological predictors and the outcome variables. Approximately 30% of veterinary students were at high risk of burnout, 24% were at high risk of secondary traumatic stress, and 21% reported low compassion satisfaction. High empathic concern, low personal distress, female gender, and employment history at a veterinary clinic were associated with high compassion satisfaction. High dysfunctional coping, low nonjudgmental and acting-with-awareness mindfulness, and lack of previous employment at a veterinary clinic were associated with high burnout. High dysfunctional coping, low acting-with-awareness mindfulness, high self-stigma, and high personal distress were associated with high secondary traumatic stress. As a result of these findings, certain emotional characteristics can be identified as targets for intervention to minimize the frequency and potentially negative impact of compassion fatigue and burnout in veterinary students.