bluuebunny/crossref_metadata_2025_split huggingface dataset:
Minimally Invasive Cardiac Surgery
Authors: Dhaliwal RS 
Published: September 2013

Conventional open heart surgery on cardiopulmonary bypass although safe and effective, but is associated with definite morbidity and mortality due to deleterious effects on body systems like haematological, renal, hepatic, respiratory and nervous system. In the last two decades minimally invasive cardiac surgery is rapidly emerging as a safe and cost effective alternative therapeutic modality. The aims of minimally invasive cardiac surgery are to achieve an early extubation, less blood loss, rapid recovery, shorter hospital stay, less patient morbidity, faster return to routine activity, increased patient comfort and low cost without compromising on the results. Various strategies have been developed to avoid cardio-pulmonary bypass, global myocardial ischemia and hypothermia. Minimally invasive cardiac surgery is especially beneficial in patients who are at high risk due to left ventricular dysfunction, calcified aorta, carotid artery occlusion, bleeding diathesis and impaired renal dysfunctionDOI: http://dx.doi.org/10.3126/jucms.v1i3.8769Journal of Universal College of Medical Sciences Vol.1(3) 2013: 62-66
Unnecessary & Unsafe Injections Replace Disposable by Auto-Disable Syringes
Authors: Srivastav SL 
Published: September 2013

Injections are a skin procedure performed with a syringe and needle to introduce a substance for prophylactic, curative, or recreational purpose. Injections can be given intevenously, intramuscularly, intradermally, or subcutaneously. Injections are among the most frequently used medical procedures, with an estimated 12 billion injections administered worldwide. A large majority (more than 90%) of these injections are administered for curative purpose (for every vaccination, 20 curative injections are administered). Injections have been used effectively for many years in preventive and curative healthcare. In preventive healthcare, injections have been used to administer vaccinations that have had major impact in reducing childhood mortality due to measles and other vaccine preventable diseases. While injections are still necessary today to administer most vaccination, the number of vaccination injections could be reduced through the use of combination vaccines. In curative healthcare, injections have been used to administer such antibiotics as Penicillin, Streptomycin, as well as many other life saving medications. Today, safe and effective alternatives to injected medications are available and most medications used in primary care can be administered orally. Injections are predominantly needed for treatment of severe diseases, mostly in hospital settings. Nevertheless, injections are overused to administer medications in many countries because of an ingrained preference for injections among health workers and patients. A safe injection does no harm to the recipient, does not expose the healthcare worker to any risk, and does not result in waste that is dangerous for the community. To achieve this, an injection needs to be prepared with clean hands in a clean area, using a syringe and a sterile needle. After administration, sharp equipments such as needle need to be discarded in a puncture proof container for appropriate disposal. When these rules are not followed, injections are unsafe and may expose recipients, healthcare workers, or the community to infections. Among unsafe practices, syringe or needle reuse between patients without sterilization is associated with a high risk of blood-borne pathogen transmission. Unsafe injections occur in many parts of the world and more particularly in developing countries where up to 50% of injections are administered with reused syringes and needles. To reduce the overuse of injections, and to assure safe injection practice, multidisciplinary strategies comprising of various elements have been discussed in this article. DOI: http://dx.doi.org/10.3126/jucms.v1i3.8770 Journal of Universal College of Medical Sciences Vol.1(3) 2013: 67-70
Patients Rights
Authors: Srivastava CP 
Published: September 2013

Gone are the days when a treating doctor was treated as next to god! The education and literacy is rising day by day and so is the awareness among people of every walk of life. Human rights propagated by the United Nations is already in existence. Our children, students and people of the world today are conscious of their rights. Thus patients also are aware of their rights. This is a healthy modern trend for the medical world today.DOI: http://dx.doi.org/10.3126/jucms.v1i3.8771 Journal of Universal College of Medical Sciences Vol.1(3) 2013: 71-72
Pattern of Tibial Shaft Fractures in Universal College of Medical Sciences, Bhairahawa: A Review of Sixty Cases
Authors: Baral R , Khan JA , Singh GP 
Published: September 2013

BACKGROUND: Tibia is one of the commonest long bone fracture seen in emergency. Road traffic accidents are the major causes of fracture shaft of tibia. However, studies on these fracture have not been conducted in this part of the world so we conducted this study to identify epidemiological characteristics (age, sex, mechanism of injury, season, source of injury, type of fracture. any associated injury, location, method of treatment and complication) in patients with fracture shaft of tibia admitted in the emergency of Medical College hospital, Bhairahawa. METHODS: This is hospital based prospective observational study conducted at Universal College of Medical Science Teaching Hospital, Bhairahawa (Lumbini zone) among 60 tibial shaft fracture patients in hospital emergency. The study period was from December 2010 to November 2011. RESULTS: All total of 60 tibial shaft fracture in 60 patients with a mean age of 28.35 yrs(3-75yrs) were reviewed. The cause of injury were mostly road traffic accident of which Bike (26.6%,), Bus (6.7%), Car (6.7%), Cycle (10%), Rickshaw (6%), Tractor (6.7%), Truck (1.7%), and Vehicle collision (3.3%) were more prevalent. Other injuries were Bomb blast (1.7%), Fall injury (16.7%), Logroll (3.3%), Sports/football (5.5%) and Stone injury (1.7%) . Distal one third of tibial shaft (49.2%) was the commonest site of fracture. Most of the patients presented between 1st hour to even 10 days of injury. Sixty five percent of the fracture were closed and 35% were open. Most were managed operatively (51.7%). Mean time for union of close type of fracture was 13.78(SD ±2.99) weeks and for open was 16.2 weeks (SD±3.34). Complication included infection in one patient and delayed union in two patients. CONCLUSION: In our present study, most tibial shaft fracture were due to road traffic accident. So, efforts should be made by concerned authorities for improving the roadways system of Nepal as well as provision of standard but affordable health care for victims of road traffic crashes.DOI: http://dx.doi.org/10.3126/jucms.v1i3.8773 Journal of Universal College of Medical Sciences Vol.1(3) 2013: 11-14
Bessere Produktions- und Nutzungsentscheide mit dem Sortierungssimulator SorSim
Authors: Lemm Renato , Holm Stefan , Thees Oliver 
Published: October 2013

Better decisions in forest management with the SorSim bucking simulator
To be able to estimate the commercial wood assortment of forests at all times is an important requirement of economical wood production. This makes it possible to improve management decisions by quantifying the revenues of alternative silvicultural and bucking strategies. So far a functional simulaton instrument for bucking single trees and whole stands was missing in forestry and in forest science in Switzerland. The SorSim bucking simulator of the Swiss Federal Institute for Forest, Snow and Landscape Research (WSL) fills this gap. SorSim is implemented in Java and is platform-independent. An overview is given how the simulator works. Two examples show applications in practice and science. Of particular value is the possibility of estimating wood assortments of planned harvesting operations based on simple timber marking protocols. Especially in science and in strategic planning, SorSim allows the analysis of the long-term development of revenues of forest stands given different silvicultural methods. Combining SorSim with IT-based harvesting productivity models provides greater insight. Further development of SorSim entails testing different optimization approaches, e.g. single tree bucking to value and whole stand bucking to order.
Natural hybrids between Tragopogon mirus and T. miscellus (Asteraceae): A new perspective on karyotypic changes following hybridization at the polyploid level
Authors: Lipman Malorie J. , Chester Michael , Soltis Pamela S. , Soltis Douglas E. 
Published: October 2013

• Premise of the study: Natural hybrids have formed in Pullman, Washington, United States between the recently formed allotetraploids Tragopogon miscellus and T. mirus. In addition to forming spontaneously, these hybrids are semifertile, propagating via achenes. Previous work indicated that the tetraploid hybrids have genetic contributions from three progenitor diploids: T. dubius, T. pratensis, and T. porrifolius. Because the hybrids contain genomes from three species, they should be karyotypically variable and have very low fertility. To better understand how these hybrids are semifertile, we applied fluorescent probes to determine chromosome composition.• Methods: We sequentially conducted fluorescence and genomic in situ hybridization to generate karyotypes for five hybrid individuals grown from field‐collected achenes.• Key results: All plants had the expected somatic chromosome number (2n = 24), but none showed an additive F1 chromosome complement, i.e., two sets of chromosomes from T. dubius and one set of chromosomes each from T. porrifolius and T. pratensis. No individuals shared an identical karyotype, but chromosomal variation followed a compensatory pattern of substitutions, with all groups of putatively homeologous chromosomes consistently totaling four.• Conclusions: The hybrids appear to be shifting away from a parentally additive F1 karyotype to chromosomal compositions that are mostly, or entirely, disomic. We hypothesize that this process may eventually lead to the elimination of chromosomes from a population and produce a stabilized karyotype distinct from both allotetraploid parents. This work has implications for other hybrids formed between polyploids, in that they may be hard to detect using sequence data alone due to multilateral patterns of chromosome elimination.
Key Challenges Associated with Bringing Personal Mobile Devices to the Higher Education Classroom
Authors: Santos Ieda M. 
Published: October 2013

AbstractThe use of students’ personal mobile devices in education seems an attractive option to higher education institutions as these devices may help reduce costs as well as support teaching and learning. However, the concept of “bring your own device” or BYOD, presents challenges to institutions used to control which technology students and faculty would adopt in teaching and learning practices. This paper aims to review key challenges associated with the BYOD initiative often discussed in the relevant literature. These challenges include network infrastructure, network security, IT support, equity issues, and BYOD disruptions. The paper also reviews a case study recently conducted at a higher education institution in the United Arab Emirates to illustrate in practice how these key challenges may affect the adoption of personal mobile devices in the classroom. Based on the review, this paper proposes potential strategies to help minimize these challenges
A HTML5 Based English Learning System for Learning English on Mobile Devices
Authors: Anaraki Firouz B. 
Published: October 2013

AbstractThis research paper explains the development of a mobile based system for learning English as second language for iPhone, iPad, Android Phones, Android tablets, and other smart mobile devices. This is a multi-disciplinary type of research consisting of 3 distinct components or phases. First, HTML5 and jQuery Javascript library was used to develop this multimedia based learning system that delivers a lesson in text, pictures, and audio format. The multimedia based lessons were placed on a server that could be accessed by any PC or smart mobile phones and tablets that support JavaScript library with access to WiFi or 3G networks. Second, thirty English lessons were developed for this system, the English lessons were developed with the assistant of some English lecturers. Finally, university students at Assumption University tried out this system using their mobile devices for a period of 6 weeks. A survey questionnaire was used to evaluate the effectiveness, usability, and students’ satisfaction of this system. This paper explains development process of the mobile based mobile learning system and its outcomes.
M-learn lessons learnt: Bangladesh perspective
Authors: Imam Zaki 
Published: October 2013

AbstractM-learning is a form of distance learning in that it provides a
communication tool( the mobile phone) to bridge the distance between the providing
institution and the learners and facilitates 2-way (synchronous and asynchronous)
interactivity between teacher and the learner (McWilliams et al, 2007). M-learning allows
the remote teachers to stay in frequent contact with teacher educators, to ask questions
and discuss issues as they adapt new teaching practices. This programme has been
initiated by Ministry of Education upon requested by ADB, Manila to implement
technology based training programme for reaching remote and disadvantaged areas. M -
learning has been piloted by teacher educators of Government Teachers’ Training
College in one district (Barisal, located in the southern part of Bangladesh) and later
extended to four districts to train teachers of remote schools of Patuakhali, Sandwip,
Hatya and Thakurgaon districts. Regular 14 day and 5 day follow-up face-to-face inservice
Continuing Professional Development (CPD) training was adapted as a two day
face-to-face orientation, followed by a 6 week programme with regular conference calls
to support classroom practices. Findings of the programme are very promising for
adapting new practices. The CPD training by using mobile phone became very successful
for increasing teachers and student’s competence level. Government of Bangladesh and
Development Partners are very keen to maximize the use of technology in CPD for
teachers especially for addressing female teachers and reaching training facilities to
remote areas.
Jam Today – Embedding BYOD into Classroom Practice
Authors: Parsons David 
Published: October 2013

AbstractAn underlying assumption of the BYOD (bring your own device) approach to classroom learning is that technology is naturally embedded into the wider life of the learner. By not only allowing, but requiring, school students to bring their own devices into the classroom, teachers in BYOD schools are acknowledging that 21st century education must reflect 21st century society. However, bringing learners? devices over the threshold of the classroom is just the beginning of the story. The challenge for educators is to find ways to successfully embed personal technologies into the teaching and learning process. This is not simply a case of substituting one tool for another, or even enhancing current practice with digital tools. Rather, it requires a fundamental modification and redefinition of practice. Such radical changes to classroom practice cannot happen overnight. They require appropriate policies, preparation, infrastructure, motivation and reflective exploration. This paper reflects on the experience of a New Zealand school which is at the forefront of the BYOD movement. Based primarily on the public voices of the classroom teachers, this paper seeks to examine how BYOD has been tailored to suit disparate subjects, different teaching styles and the choices made by teachers in how they feel technology enhanced learning can work best for them and their students. This paper explores how the school has been moving through the pathway of substitution, augmentation, modification and redefinition, and shares experiences that may be informative to others embarking on similar projects.
Augmented Reality, Multimodal Literacy and Mobile Technology: An Experiment in Teacher Engagement
Authors: Clarke Jan 
Published: October 2013

AbstractThe use of AR in education has already been found to be valuable although its use presents technical and management difficulties. The reality is that teachers often need to be enticed by a tempting range of potential benefits before investing precious time and effort in new technology. Challenges can cloud vision of greater potential. This ongoing project, essentially an experiment in encouraging professional learning, is proving successful in engaging educators with leading edge AR technology. Such an activity can provide a multi-dimensional catalyst for addressing a host of demands that face typical Australian teachers, particularly integrating mobile devices and multimodal texts in teaching and learning. The project – incorporating the location-aware FreshAiR app, Quick Response codes and image-triggered Aurasma – has been undertaken voluntarily by some Independent Schools in Western Australia. It includes developing teacher skills with AR (and other apps) and the development of a “model” AR tour (excursion/field trip). The experiment has generated trans-national collaborative conversations, positively impacting on both professional practice and app design. Participating schools have already provided valuable feedback that supports and expands existing research and perhaps generates some new ideas. The AISWA project has been funded by the Australian Government Quality Teacher Program.
Device Neutral Assignments for Mobile Learning in an English Language Classroom
Authors: Al-Okaily Rasha 
Published: October 2013

AbstractThe cloud of skepticism around mobile devices and their use in education is rapidly dispersing. Educators have come to embrace mobile devices as powerful tools that enable continuous, lifelong learning. The type of mobile device makes
little difference to the educational process since all types have capabilities that enhance learning. Hence, adopting a BYOD/BYOT (Bring Your Own Device/Technology) policy in the classroom can shift the focus from the device to the learning outcomes. Device neutral assignments are assignments and lesson plans that can be completed on any device. It comes as a solution for the multi platform challenge in a BYOD policy. This action research is intended to examine how Device Neutral Assignments can be used to integrate mobile learning into English Language classes where students are using their own mobile devices. Some language assignments were redesigned according to DNA guidelines. Description the assignments is provided along with the results and observations of the completed assignments.
Integrating Multimedia in ODL materials and Enhanced Access through Mobile Phones
Authors: Augusti Maria 
Published: October 2013

AbstractThe aim of integrating multimedia in ODL materials and enhance access through mobile phones at the Open University of Tanzania (OUT), is to enable students who are scattered throughout Tanzania and outside the country overcome the challenges of accessing course materials. Currently OUT has a Learning Management System customized from MOODLE, known as Open University of Tanzania Learning Management System (OUTLeMS) which can be accessed through http://elms.out.ac.tz.Implementation of the project to deal with this challenge involved customization of mTouch U software now called Open University of Tanzania mobile Learning (OUTmLearning - mlearning.out.ac.tz) that enabled activities of all 150 ODL courses including forum, assignment, glossary, resource details and charts available in OUTLeMS be accessed through mobile phones. In one complete ODL course (Multimedia Technology and Applications - OIT 208) in addition a video of a sign language interpreter has been added in one module within the course.In situations with problems of internet and electricity power supply, these developments enable students in both urban and rural areas especially in remote parts including those with visual, hearing and physical impairment use mobile phones to access course materials while pursuing their studies. Females students faced with social constraints like taking care of the family are empowered to deal with difficulties of studying by being able to view study materials anywhere and anytime on their mobile phones.
System Architecture for Device and Content Independent Communication Including 3D Imaging
Authors: Sultana Razia , Christ Andreas , Meyrueis Patrick 
Published: October 2013

AbstractNetwork landscape of recent time contains many different network technologies, a wide range of end-devices with a large scale of capabilities and power, and an immense quantity of information and data represented in different formats. Research on 3D imaging, virtual reality and holographic techniques will result in new user interfaces (UI) for mobile devices, will increase their diversity and variety. In this paper software architecture has been proposed to establish device and content format independent communication including 3D imaging and virtual reality data as content. As experimental validation the concept is implemented in collaborative Language Learning Game (LLG), which is a learning tool for language acquisition.
An Analysis of Socio-Technical Factors in Implementing Mobile Learning Solution at an Educational Institution: A Case Study of Mid-Tier MBA College in India
Authors: Sridharan Varadarajan 
Published: October 2013

AbstractThe exponential rise in the adoption of mobile devices around the world opened up unthinkable possibilities in many
traditional lines of businesses. Mobile devices have become corner stones to publishing, news media, social media,
ecommerce, navigation, location based services, travel companions, tour guides and much more. The consumerization of
mobile technology enabled by factors like endless choice of devices, low entry barrier, high usability and disruptive
innovations, has also presented mobile learning to the education industry.
Given the rise in the number of educational institutions across India, mobile learning is seen as more of a branding tool
and less of a pedagogy or learning innovation tool. Owing to this perspective, the institutions focus on rolling-out an
mLearning implementation at the earliest, rather than laying out a long-term strategy towards real innovation.
In this paper, we present some socio-technical issues faced in one such mLearning roll-out in a mid-tier Management
Institute in South India. We relate our experiences to existing research, and attempt to provide a direction towards
developing an mLearning implementation framework, that could provide a strategic approach to mLearning adoption.