bluuebunny/crossref_metadata_2025_split huggingface dataset:
Patient-Reported Outcomes for Fractures of the Acetabulum: A Comparison Between Patient-Reported Outcomes Information System and Traditional Instruments
Authors: Schumaier Adam P. , Matar Robert N. , Ramalingam Wendy G. , Archdeacon Michael T. 
Published: September 2021

Introduction:
The objective of this study was to compare instruments from the Patient-Reported Outcomes Information System (PROMIS) with previously validated acetabulum fracture outcome instruments.

Methods:
This study included adult patients presenting for routine follow-up at least 3 months after surgical treatment of an acetabulum fracture. Participants completed four different patient-reported outcomes in a randomized order: PROMIS Mobility, PROMIS Physical Function, Short Form 36 (SF-36), and Short Musculoskeletal Functional Assessment (SMFA). Primary outcomes were the correlations between instruments, floor/ceiling effects, and survey completion time. The effects of age, education, and race on survey completion time were also evaluated.

Results:
Overall strong correlations were observed between PROMIS instruments and the SMFA/SF-36 (r = 0.73 to 0.86, P < 0.05) with weaker, more moderate correlations in those with >18 months of follow-up (r = 0.41 to 0.76, P < 0.05). No instruments demonstrated notable floor or ceiling effects. The PROMIS outcomes required less time to complete (PROMIS [56 to 59 seconds] than SF-36 [5 minutes 22 seconds] and SMFA [6 minutes 35 seconds]; P < 0.001). Older individuals required more time to complete the PROMIS PF (0.5 s/yr, P = 0.03), SF-36 (2.35 s/yr, P = 0.01), and SMFA (3.85 s/yr, P < 0.01). Level of education did not affect completion time; however, African Americans took significantly longer than Caucasians to complete the SMFA and SF-36 by 151 and 164 seconds (P < 0.01).

Conclusion:
This study supports that the PROMIS Mobility and Physical Function surveys are much more efficient instruments for evaluating patients with acetabulum fractures when compared with the SMFA and SF-36. Convergent validity of the PROMIS instruments was overall strong but weaker and more moderate in those with a long-term follow-up, and additional study is suggested for longer-term outcomes. Level of education did not influence survey completion time; however, it took markedly longer time for older individuals and African Americans to complete the SMFA and SF-36.
Unplanned Emergency and Urgent Care Visits After Outpatient Orthopaedic Surgery
Authors: Williams Benjamin R. , Smith Lauren C. , Only Arthur J. , Parikh Harsh R. , Swiontkowski Marc F. , Cunningham Brian P. 
Published: September 2021

Introduction
This study sought to determine (1) incident risk, (2) chief report, (3) risk factors, and (4) total cost of unplanned healthcare visits to an emergency and/or urgent care (ED/UC) facility within 30 days of an outpatient orthopaedic procedure.

Methods
This was a retrospective database review of 5,550 outpatient surgical encounters from a large metropolitan healthcare system between 2012 and 2016. Statistical analysis consisted of measuring the ED/UC incident risk, respective to the procedures and anatomical region. Patient-specific risk factors were evaluated through multigroup comparative statistics.

Results
Of the 5,550 study patients, 297 (5.4%) presented to an ED/UC within 30 days of their index procedure, with 23 (0.4%) needing to be readmitted. Native English speakers, patients older than 45 years, and nonsmokers had significant reduced relative risk of unplanned ED or UC visit within 30 days of index procedure (P < 0.01). In addition, hand tendon repair/graft had the greatest risk incidence for ED/UC visit (11.0%). Unplanned ED/UC reimbursements totaled $146,357.34, averaging $575.65 per visit.

Discussion
This study provides an evaluation of outpatient orthopaedic procedures and their relationship to ED/UC visits. Specifically, this study identifies patient-related and procedural-related attributes that associate with an increased risk for unplanned healthcare utilization.
Académicas enREDadas en cuarentena
Authors: Navarro Astor Elena , Guardiola Víllora Arianna 
Published: September 2021

El 30 de enero del 2020, la Organización Mundial de la Salud declara la emergencia de salud pública global por Covid-19. En mayo, los habitantes de un gran número de países se encuentran confinados. La cuarentena implica que toda actividad laboral no esencial se desarrolla en modo teletrabajo, transformando las tareas académicas e investigadoras al modo no-presencial. En esta comunicación se muestran las vicisitudes de un grupo internacional de mujeres académicas que compatibilizan la investigación y la docencia universitaria con la maternidad. Conectadas a través Facebook, comparten durante la pandemia una serie de memes que reflejan sus estados de ánimo, retos y expectativas. Se elige el formato meme por constituir una de las grandes revoluciones mediáticas recientes y por su forma novedosa y original de transmitir información, impactando al receptor y despertando su empatía. 45 imágenes visibilizan experiencias del conflicto familia-trabajo, frustración con la productividad, espacios laborales caseros y docencia telemática.The World Health Organization declares a global public health emergency due to Covid-19 on January 30, 2020. The population of a large number of countries is confined in May. The lockdown means that all non-essential work activity is carried out from home, transforming all academic and research tasks into remote mode. This paper shows the hurdles of an international group of women academics who combine research and teaching with motherhood. Connected through Facebook, they share a series of memes during the pandemic that reflect their moods, challenges and expectations. The meme format was chosen because it constitutes one of the great media revolutions of recent years and due to its novel and original way of transmitting information, impacting the recipient and awakening his or her empathy. 45 images make visible their experiences of the work-family conflict, frustration with productivity, home work spaces and on-line teaching.
Habitar el confinamiento: una lectura a través de la fotografía y la danza contemporáneas
Authors: Aguilar Alejandre María , Carrascal Pérez María F. , Guerra Sarabia Inmaculada Concepción 
Published: September 2021

La experiencia docente “Habitar el confinamiento: una lectura a través de la fotografía y la danza conteporánea” perteneciente al curso “Narrativa visual aplicada a la fotografía” surge como una necesaria reformulación de la materia “Danza y Ciudad”, debido a las condiciones de confinamiento a las que se vio abocada la sociedad española debido a la irrupción de la pandemia generada por la Covid-19. Este módulo que incluye trabajo de campo in situ en distintos espacios de la ciudad donde los estudiantes fotografían dichos lugares mientras son habitados y bailados por un conjunto de bailarines, necesitó de un rápido rediseño a través del cual, sin perder los objetivos docentes, se consiguieran desarrollar las actividades adaptadas a la situación anteriormente mencionada. Esta comunicación muestra los cambios producidos en esta experiencia docente y sus resultados, para lo cual, hace previamente un recorrido por su situación y características anteriores al estado de alarma.
The teaching experience "Inhabiting confinement: a reading through photography and contemporary dance" belonging to the course "Visual Narrative applied to photography" arises as a necessary reformulation of the subject "Dance and City" as a result of confinement conditions in Spain due to Covid-19. This subject that includes field work in situ where the students photograph several urban places while they are being danced by a group of dancers, required a rapid redesign to be adapted to the aforementioned situation. This paper shows the changes produced in this teaching experience and its results, for which, it previously presents a review of its situation and characteristics prior to the state of alarm.
¿Arquitectura a distancia? Comparando las docencias remota y presencial en Urbanismo
Authors: Ruiz-Apilánez Borja , García-Camacha Irene , Solís Eloy , Ureña José María de 
Published: September 2021

Este artículo presenta los resultados de una investigación sobre la viabilidad de una docencia a distancia de Arquitectura, adaptando el modelo de enseñanza presencial mediante el uso de las TIC. Se analiza el caso de las asignaturas de Urbanismo de la Escuela de Arquitectura de Toledo (España), en las que, debido al confinamiento provocado por la pandemia de la COVID-19, los estudiantes experimentaron ambos modos docentes. A través del análisis de un cuestionario destinado a recoger la percepción del alumnado sobre ambas modalidades, el estudio muestra: a) un grado de satisfacción con la docencia no presencial que, en general, no es significativamente inferior que con la presencial; b) la mayor eficacia y eficiencia del modelo presencial; c) la posibilidad de incorporar algunas de las metodologías a distancia a la docencia presencial; y d) el efecto negativo sobre la experiencia del estudiante derivado de los problemas con las TIC.
This article presents the results of an investigation on the viability of a distance teaching of Architecture, adapting the face-to-face teaching model using ICT. The study analyses the Urban Design and Planning courses of the Toledo School of Architecture in Spain where, due to the confinement caused by the COVID-19 pandemic, the students experienced both teaching modes. Through the analysis of a questionnaire designed to collect the student's perception of both modalities, the study shows: a) a degree of satisfaction with non-face-to-face teaching that, in general, is not significantly lower than with face-to-face teaching; b) the greater effectiveness and efficiency of the face-to-face model; c) the possibility of incorporating some of the distance methodologies into face-to-face teaching; and d) the negative effect on the student's experience derived from problems with ICT.
¿Materia o bit? maqueta real o virtual como herramienta del taller integrado de proyectos
Authors: Tárrago-Mingo Jorge , Martín-Gómez César , Santas-Torres Asier , Azcárate-Gómez César 
Published: September 2021

El principal objetivo de este trabajo es determinar la utilidad docente de la maqueta en dos posibles formatos, material y virtual, teniendo como campo de estudio el Taller Integrado de Proyectos (TIP) de quinto curso de la ETSA de la Universidad de Navarra[1] , y a la luz de la experiencia del estado de alarma a causa de la pandemia global por COVID-19. Se diferencian y analizan las debilidades y fortalezas de ambas alternativas en función del momento del desarrollo del proyecto, la disponibilidad de medios, la naturaleza del TIP, el trabajo en grupo o individual, la adaptación de la docencia al formato de taller no presencial provocada por estados de confinamiento y su aplicabilidad en relación con las asignaturas técnicas que desarrollan el proyecto. Como herramienta de trabajo se ha confeccionado una encuesta enviada a profesores de proyectos de otras escuelas de arquitectura, nacionales e internacionales, que han sido además invitados al TIP en alguna ocasión. Preguntas y resultados, así como las observaciones aportadas por los 32 participantes definitivos se incluyen como anexo.
The main objective of this paper is determining the pedagogical utility of the architectural model in two possible formats, physical and virtual, having as a field of study the Taller Integrado de Proyectos (hereinafter, TIP) of the fifth year of the School of Architecture of the University of Navarra, and under the experience of the recent confinement due to the global COVID-19 pandemia. The weaknesses and strengths of both formats are differentiated and analyzed depending on the time of the project's temporal development, the availability of means, the nature of the TIP, the group or individual work and the adaptation of the teaching to remote modes, as well as its applicability in relation to the technical subjects that define the project. To prepare this paper, a survey has been drawn up and sent to professors from other national and international Schools of Architecture, who have also been invited to the TIP on some occasion. Questions and results, as well as comments by the 32 definitive participants, are included as an appendix.
Proyectando un territorio Expo: grupos mixtos engarzando el evento con la ciudad existente
Authors: Gavilanes Vélaz de Medrano Juan , Castellano Pulido Javier , Fuente Moreno Jesús de la , Torre Fragoso Ciro de la 
Published: September 2021

Una Expo Especializada nos brinda una ocasión incomparable para reflexionar sobre el futuro y crecimiento de la ciudad y sobre lo que supone organizar un acontecimiento de estas características. Abordar este tema en el aula supone enfrentarse a una tarea compleja. La temporalidad del evento no solo obliga a pensar en un diseño flexible que no solo engarce con los sistemas de comunicaciones, transportes, energía y ciudadanía sino que también desde su misma concepción, atienda al día después y a su continuación con la trama urbana. Para esta experiencia se ha buscado impulsar el aprendizaje cooperativo transversal entre alumnos de distintas asignaturas de proyectos arquitectónicos, afines pero pertenecientes a distintos niveles del grado. La estrategia didáctica ha consistido en trabajar en constante intercambio de escalas arquitectónicas y urbanas, incentivando el trabajo en equipo como una forma de simulación profesional.A Specialized Expo gives us an incomparable occasion to reflect on the future and growth of the city and what it means to organize an event of these characteristics. Approaching this topic in the classroom means facing a complex task. The temporality of the event not only forces us to think of a flexible design that connects with the existing communication, transport, energy and citizenship networks but also, from its very conception, attend to the day after and the continuity with the urban fabric. We have sought to promote a cooperative transversal learning experience between students of different architectural design courses, related but belonging to different years of the Degree. The didactic strategy has been to work in a constant interchange of architectural and urban scales, encouraging teamwork as a form of professional simulation.
Urbanismo participativo para la docencia sobre espacio público, llegó el confinamiento
Authors: Telleria Andueza Koldo , Otamendi Irizar Irati 
Published: September 2021

La participación ciudadana en la producción del espacio urbano es una necesidad aceptada e impulsada por la agenda global, así como en muchas agendas locales. En esta comunicación se describe una adaptación metodológica, proveniente de las ciencias sociales, empleada para desarrollar un proceso de investigación proyectual aterrizado en el territorio y que permite colaborar con sus gentes. Asimismo, se comparte una primera evaluación de la misma. Este proceso participativo, desarrollado en el marco de una asignatura optativa, ha pretendido introducir la complejidad y la responsabilidad socio ambiental entre las personas que cursan los últimos años del grado en Fundamentos de la Arquitectura, así como generar transmisión de conocimiento bidireccional academia-sociedad, en un curso sorprendido por la pandemia.
Citizen engagement in the production of urban space is an accepted need, driven by the global as well as many local agendas. This communication has two main goals: first to describe a design adaptation of a method that comes from social sciences, used to develop a research-project process grounded in the territory that allows collaborating with its people. Second, to present an initial evaluation of this method. This inclusive process, developed within the framework of an optional subject in the Fundamentals of Architecture degree, has sought to introduce complexity and socio-environmental responsibility among the students as well as generating transmission of bi-directional knowledge academia-society, in a course disrupted by the pandemic.
Enseñanza de la arquitectura en Chile: acciones pedagógicas con potencial innovador
Authors: Lagos Vergara Rodrigo , Barrientos Diaz Macarena 
Published: September 2021

Desde el año 2000, las estructuras y dinámicas universitarias han tendido a homologar los procesos internos de las escuelas de arquitectura chilenas. No obstante, el perfil de un estudiante más informado y exigente ha desafiado, tanto la política pública como la pedagogía disciplinar. Así los docentes, más valorados por su productividad científica que por su práctica -desde instituciones torpes para atender las exigencias de los estudiantes- han actuado más bien reactivamente. Sin embargo, desde regiones, surgen tres talleres cuyas acciones pedagógicas -en la línea radical de los años sesenta- desafían el pensamiento normativo; cuestionando y reorganizando aspectos disciplinares desde la base formativa. Con un potencial innovador, apuestan por otra forma de relación docente-estudiante y práctica-investigación que, desde una organización flexible, construye comunidad a través del proyecto. En esta comunicación, estas dimensiones nos permitirán describir y caracterizar estos talleres y sus respectivas acciones pedagógicas.Since 2000, the structures and university dynamics have tended to a standardization of certain internal processes of Chilean schools of architecture. At the same time, a more informed and demanding profile of student has challenged both public policies and disciplinary pedagogy. Thus, teachers, more valued for their scientific productivity than for their practice – and from their clumsy institution to attend student demands- have acted rather reactively. However, from regional contexts, three workshops emerge presenting pedagogical actions -in the radical line of the 60’s- that challenge normative thinking; while interrogating and reorganizing disciplinary aspects from the training base of architects. With an innovative potential, they bet on another form of teacher-student and practice-research relationship that, from a flexible organization, they get to build community through the project. In this communication, these dimensions will allow us to describe and characterize these workshop experiences’ and their respective pedagogical actions.
Perception and Practice of Bangladeshi Adults Towards the Prevention of COVID-19: A Statistical Analysis
Authors: Wadood Md. Abdul , Lee Lai Lee , Huq Md. Monimul , Mamun Asma , Mohd Suhaili , Hossain Md. Golam 
Published: September 2021

Background: The coronavirus disease 2019 (COVID-19) has continued to spread across the world with increasing numbers of confirmed cases and deaths. Due to outbreaks of new variants of the virus and limited treatment options, positive perception and good practice of preventive guidelines have remained essential measures for the prevention of the disease and slowing down its transmission. We aimed to study perception towards COVID-19 and the practice of guidelines for preventing the disease among Bangladeshi adults during the early stage of the rapid rise of the outbreak.
Methods: Data was collected data from 320 participants. For measuring their level of practice, we asked a general question: “Are you properly following the WHO-recommended guidelines to avoid COVID-19?” The frequency distribution, Chi-square (χ2) test and binary logistic regression model were used in this study.
Results: The average risk perception among the participants was 3.05±0.75 (median, 3.00) (95% CI of mean: 2.96-3.13) where the score ranges from 0 (no risk) to 4 (high risk). More than 27% of participants showed high-risk perceptions. Males (p<0.05), high educated (p<0.05), rich (p<0.01), service holders (p<0.05), and younger adults (p<0.05) had higher odds of high-risk perception. More than 71% of participants had a good practice of always following the WHO guidelines to prevent COVID-19 and living locations in urban areas (p<0.01), high education (p<0.01), rich (p<0.01), and joint family (p<0.01) had the most contributions to good practice.
Conclusions: The study findings revealed that special attention should be given to rural areas, and individuals of low literacy, education and socioeconomic level to more effectively prevent COVID-19.
Investment and its Impact on Realized Revenues: The Case of the Investment Fund in the Hashemite Kingdom of Jordan
Authors: Almomani Amer Abdelwali , Alomari Khalid Faris 
Published: September 2021

Aims: The study attempted to identify the volume of revenues generated from the investment process in investment funds in the Hashemite Kingdom of Jordan.
Study Design: a quantitative research
Place and Duration of Study: Jordan Social Security Investment Fund, between May - September 2020
Methodology: The study used panel data obtained from the published reports of the Social Security Corporation
Results: The study concluded that there is a positive effect in the different portfolios on the volume of revenues generated by the investment process.
Conclusion: This paper presents the conclusions through the results about the extent of the impact on the volume of revenues related to the investment process in investment funds, as it showed that the relevant impact on the tourism investment portfolio, the bond portfolio and the money market instruments portfolio has a positive impact. Effect. On the size of the volume of revenues derived from it, and in light of this, the study showed that investing in the bond portfolio generates a greater return than the tourism governorate as a result of the surrounding political turmoil in the Hashemite Kingdom of Jordan, and the instability in Syria and Iraq was most prominent, with the decrease in the external marketing of these investments.
There must be diversification and research in other economic areas that contribute to increasing the volume of the fund's revenues, in governmental coordination through which a tax advantage can be achieved that contributes to reducing costs and increasing revenue generation.
Bhutanese School Principals’ Discernments towards Instructional Leadership Practices
Authors: Wangchuk K. Dorjee , Choden . 
Published: September 2021

The authors report a study in which they examined how the principals utilize to analyze the level and contrast of principals’ discernments towards instructional leadership practices based on individual and institutional factors along with identification of hindrances to leadership practice in Bhutan. The quantitative and qualitative approaches were deployed for this research. Three instructional leadership dimensions of, managing instructional programs, defining the school mission and promoting a positive school learning environment were used as measurement of criteria. The data were collected through Principals Instructional Management Rating Scale questionnaires and semi-structured interviews and analyzed using mean, standard deviation, t-test, and content analysis. The respondents consisted of 31 principals. These 31 principals are the representative of Instructional leadership from one of the districts in Bhutan.
The findings of this study revealed principals’ high-level practices of instructional leadership and consistency among the personal and institutional factors. The result showed that all the 10 instructional leadership functions (Principals Instructional Management Rating Scale) almost at high level and overall mean generated was also high (3:58). Distinguished obstacles to instructional leadership were various roles, time limitations, work over-burden, lacking guidelines resources, shortages of teacher, restricted bolster for professional advancement, jumble between expectations and priorities. Within the light of the above findings, researcher would like to conclude that building learning culture not only depends on individual academic qualification but also the working environment and attitude of the academic committee towards student centered learning beneath the supervision of effective instructional leadership.