bluuebunny/crossref_metadata_2025_split huggingface dataset:
Analysis of the Characteristics and Intricacies of Arrangement of Neural Elements in the Costoclavicular Block Using Ultrasound: A Retrospective Qualitative Study
Authors: Diwan Sandeep , Gupta Anju , Sancheti Parag , Dadke Madhuri 
Published: March 2024

Abstract

Background:
Ultrasound (US)-guided costoclavicular block (CCB) is a promising new approach to brachial plexus (BP) block which is increasingly being utilized. Conventionally, the costoclavicular space (CCS) has been described to contain three cords. However, there may be variations in the neural pattern of the BP which is important to know to prevent inadvertent injury. We intend to describe the variations in neural patterns from retrospective scans of patients receiving costoclavicular BP block.

Methods:
The stored US images of patients who had received BP block using the CCB for surgery at the level of the elbow or below in the last year (from March 2021 to March 2022) were analyzed by two investigators independently. The clinical data were retrieved from the records of the same patients for the study outcomes. We collated the variations of the neural pattern, the number of neural structures seen, and the echogenicity of the structures in the costoclavicular BP space.

Results:
In the CCS, the median number of neural structures was 4.5 (minimum of 3 to maximum of 8). With the BP lateral to the axillary artery and sandwiched between the subclavius-pectoralis minor superiorly and the serratus anteriorly inferiorly, numerous variations in the neural structures were noted. The most common arrangement was caterpillar-like (28.6%) and pecker-like (20.3%). The neural structures were found to be hypoechoic in the majority (66%).

Conclusion:
The CCS hosts several mostly hypoechoic neural structures which may be the variations of the cords or the extension of BP divisions. These new findings have been unreported in the recent past.
RIO DE JANEIRO – POR UMA REQUALIFICAÇÃO HUMANIZADORA DE SEUS ESPAÇOS LIVRES E ÁREAS DEVOLUTAS DE SUA ÁREA CENTRAL
Authors: Neves Luiz Antonio Ferreira , Baptista de Azevedo Jorge baptista de Azevedo 
Published: March 2024

O artigo pretende demonstrar aspectos importantes para a requalificação de uso de espaços livres e áreas devolutas pós-pandemicas, verificadas na área central do Rio de Janeiro e integrantes de seu sistema de espaços livres.
As ideias aqui apresentadas baseam-se em estudos desenvolvidos junto aos grupos de pesquisa Coletivo Paisagem, Educação Patrimonial e Paisagens Transculturais, nos quais participam os autores. Os resultados obtidos em processsos contínuos de observações e análises, tanto de pesquisas aplicadas como empíricas, fomentam essa síntese parcial. Cabe ressaltar que as dinâmicas de transformações de tais espacialidades devem ser constantemente re-consideradas.
Uma análise atual de seis espaços urbanos públicos ou semi-públicos, demonstram diminuição de usos originais e fortes aspectos de abandono, obsolescência e ocupações por uma população marginalizada e estigmatizada socialmente.
EFFECTIVENESS OF ROLE-PLAYING METHODS IN DEVELOPING EFL FRESHMEN’S ENGLISH-SPEAKING ABILITY AT CAN THO COLLEGE, VIETNAM
Authors: Uyen Ma Phuong 
Published: March 2024

Nowadays, the application of role-play in teaching language has widely been used in Vietnam and the world. This study aims to find out the impact of role-play on learners’ speaking performance. Participants were 81 English major students in their first year at Can Tho College. This empirical study followed a two-group pre-test and post-test design. Two instruments used to collect both quantitative and qualitative data were the questionnaire and speaking tests. Results show that there is a significant difference in speakers’ speaking performance between the two groups. Speakers in the experimental group outperformed the controlled group in speaking tests.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0018/a.php" alt="Hit counter" /></p>
MULTISENSORY PERCEPTION AND MULTIMODAL COMMUNICATION IN PRIMARY EDUCATION. EXPLORING THE AESTHETIC EXPERIENCE AND WAYS OF COMMUNICATION THE ‘BOX OF SENSES’
Authors: Kokkinaki Katerina , Georgiadou Zoe 
Published: March 2024

This study investigates the ways that children feel free to express themselves and communicate with others through their aesthetic development. Multisensory perception helps children to discover their senses and multimodal expression gives them ways and tools to communicate their emotions and ideas, in the way that they want or that they are able to. ‘Box of Senses’ is a collection of objects that each child makes on its own and through it, it has the opportunity to communicate the way he feels the world, within the community to which he belongs. Objects of everyday life reveal that sensory perception can recall memories, ideas, and emotions. But how do our senses interact with linguistic communication? What color is a word and what does a picture taste like? How do the image and writing work are combined together to describe the senses and ultimately communicate one’s experience? Can all these distinct fragments of our everyday sensory experience be narrated by a haiku poem?<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0603/a.php" alt="Hit counter" /></p>
LEXICAL COLLOCATIONS OF KEYWORDS USED IN BUSINESS NEWS: A CORPUS-BASED STUDY
Authors: Sukman Krittat , Tangkiengsirisin Supong 
Published: March 2024

This corpus-based study aims to facilitate the instruction of English for Specific Purposes (ESP) and benefit Thai undergraduate students majoring in Business English by investigating lexical collocations found in business news. A corpus of business news (COBN) was compiled, containing 678,373 running words sourced from 755 online business news. Employing AntConc version 3.5.9, the first 120 keywords were identified in accordance with the set criteria, with the majority being nouns (82.5%), followed by adjectives (12.5%), and verbs (5%). These keywords served as "nodes" to identify their "collocates," resulting in 330 pairs of lexical collocations with 5 combination types. Following a framework adapted from Benson, Benson, and Ilson, prominent combinations included Noun + Noun (54.02%), Adjective + Noun (26.86%), Noun + Verb (13.69%), Verb + Noun (4.47%), and Verb + Adverb (0.89%). The pedagogical implications and recommendations for future research were also discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0758/a.php" alt="Hit counter" /></p>
A COMPACT ARRANGEMENT OF ENGLISH TENSES
Authors: Ferikoğlu Abdullah 
Published: March 2024

There have been a wide range of books, journal articles, educational notes, etc. for many decades and all over the world about English grammar since it has been a global language. The literature abounds with materials treating English tenses in many different approaches. In this article, English tenses are structurally outlined and systematically tabulated, with all persons and all forms. The structural matrix of English tenses is based on four time and four aspect components, thus resulting the sixteen tenses in total. One single example sentence is utilised throughout the work for educational sake. With their compactness, the arranged tables have the potential to provide a first approach easy resource and so be helpful for new learners of English tenses, especially in the company of visual graphics, as recommended in the paper.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0758/a.php" alt="Hit counter" /></p>
READING COMPREHENSION LEVEL AMONG GRADE 7 LEARNERS OF GENERAL SANTOS CITY NATIONAL HIGH SCHOOL: BASIS FOR A PROPOSED INTERVENTION PROGRAM
Authors: Laroza Charity B. , Amada Analiza T. 
Published: March 2024

This study aimed to determine the relationship between the demographic profile and the level of reading comprehension students of the Grade 7 students at General Santos City National High School and the intervention program that can be drawn based on its results. The respondents were taken from the Grade 7 level and selected randomly from all the sections under the basic education curriculum and its special programs. The demographic profiles of the respondents were gathered in the observation of the needed ethical standards of confidentiality and consensus to make sure that they are protected. The analysis revealed in this study that age does not serve as a contributory factor to the reading comprehension of the respondents, as there are varied results that do significantly prove its connection. Sex and socioeconomic status, however, were deemed to be a determinant in the level of reading comprehension among students in Grade 7. Additionally, the finding suggested that the student's ages were significantly related to their reading comprehension levels, also, there was no statistically significant relationship between gender and reading comprehension and family income levels significantly impacted student’s reading abilities.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0758/a.php" alt="Hit counter" /></p>
THE EFFECTS OF PORTFOLIOS ON DEVELOPING STUDENTS’ WRITING ABILITY
Authors: Dieu Hien Nguyen Thi 
Published: March 2024

This study aimed to look into the effects of portfolios in developing writing skills among students who major in tourism at a university in Ho Chi Minh City. The study was conducted on fifty third-year students. Random assignment of participants to an experimental or control group of twenty-five students each. For fulfilling the objective, a quasi-experimental research design was utilized. Both groups were given a pre-test to determine their writing performance and sub-skills of focus, elaboration, organization, vocabulary, and mechanics before the treatment. Throughout the study, the experimental group was instructed with portfolio assessment, whereas the control group was trained in the conventional method. After receiving the treatment, students in the experimental group were also required to complete a survey regarding the effectiveness of using portfolios to improve writing skills in English classes. The attitude survey data were analyzed using descriptive statistics, including frequencies, percentages, means, and standard deviations. Other data were gathered through semi-structured interviews with learners who are representative students at different levels. The results of student questionnaires and student interview data showed that most students had positive attitudes regarding using portfolios to improve their writing skills in English classes. They all believe portfolios could help develop their writing ability. Though the limitation is unavoidable, the study is expected to benefit teachers, students, and researchers of the related studies.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0757/a.php" alt="Hit counter" /></p>
PRIMARY SCHOOL STUDENTS’ PERCEPTIONS OF TEACHERS’ COUNSELING SKILLS AND THEIR CONTRIBUTION TO THE SCHOOL CLIMATE
Authors: Evangelinou Ariadne , Negka Ellie , Manesis Nikolaos 
Published: March 2024

The research highlights the teacher’s important role in shaping a productive school climate that leads to students’ social and personal development and to better learning achievements as well. In this effort, the teacher must possess and cultivate counseling skills such as empathy and acceptance. There is little research all over the world that presents the views of primary school students on teachers' counseling skills and their implementation in the classroom. A questionnaire survey was conducted on 168 primary school students in Greece. The results show that students acknowledge teachers’ counseling skills being employed in the classroom leading to a flourishing school climate.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0788/a.php" alt="Hit counter" /></p>
MOROCCAN EFL UNIVERSITY STUDENTS’ RELIANCE ON GOAL-SETTING AND BACKGROUND KNOWLEDGE IN PROCESSING ENGLISH (L3) WRITTEN TEXTS: AN EXPLORATORY CASE STUDY
Authors: Msaddek Mohammed 
Published: March 2024

The present study investigates the extent to which EFL university learners engage in metacognitive planning strategies for conducting the multifaceted process of reading in an effectual, self-regulated manner. Addressing this set objective, this exploratory study, which is part and parcel of my unpublished dissertation (defended in 2015) dealing with the interplay between metacognition and EFL reading, targeted 113 Moroccan English department students (Group 1: N=50; Group 2: N=63) pursuing their English Language Studies at the first-semester level. The data were elicited from the respondents employing two advanced-level EFL reading comprehension texts (i.e., narrative, expository) and a retrospective questionnaire. The attained results indicate that the targeted EFL groups (Group 1 &amp; Group 2) did have recourse to their background knowledge as an efficient platform for generating an effective sense of the assigned written discourse without setting explicit, self-directed goals prior to processing the textual content. Thus, some pertinent recommendations falling within the parameters of pedagogy and research as well as a few limitations are presented.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0769/a.php" alt="Hit counter" /></p>
ADAPTABILITY OF ADVANCED TECHNOLOGY TO SCHOOL DEVELOPMENT PROGRAM: AN APPROACH TO EDUCATIONAL SYSTEM IN TEACHING
Authors: Mallillin Leovigildo Lito D. , Canda Edgardo G. , Caday Aurora T. 
Published: March 2024

The study aims to examine the school development program being adapted through advanced technology in the area of adaptive learning for students and faculties, engagement to learning, strategies in teaching, selective and picky, and investment in adaptive learning. A mixed method of research design is employed in the study: specifically, the quantitative and qualitative approach. Likewise, stratified random sampling is utilized in selecting the samples of the study. The study comprised seventy (70) respondents only. Results show that students engage actively to listen, take notes, pay attention, respond to questions, ask questions, react, and participate, and personalizes an adaptive learning approach that provides platform in an individualized experiences and learning progress and uniqueness through learning path skills knowledge and learning needs, show that type and purpose of learning in teaching standard lessons toward based project learning techniques, show that students are engaged on the degree of optimism, interest, and passion on the student learning that extends the students on level of learning and process in the educational system and progress, show personalized adaptive teaching and learning applies and attributes to any type of lesson and course that displays the class tool, show that students are mixed with heterogeneous and homogeneous where picky so the subject matter must be based on their individual differences to determine academic performance among them, and show that it works exactly on adaptive learning according to the learners’ performance and choice.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0358/a.php" alt="Hit counter" /></p>
INVESTIGATING THE REAL SITUATION OF READING COMPREHENSION AND SUMMARY WRITING AND PROPOSING SOME SUMMARIZATION STRATEGIES FOR EFL STUDENTS AT A UNIVERSITY IN DELTA, VIETNAM
Authors: Hua Vi Tuong Thi 
Published: March 2024

<p>Reading comprehension is considered one of the four most important and essential skills for learning a language. Writing summaries is one type of task that helps students read successfully. Therefore, the study aimed to find out the situation of reading comprehension and summary writing skills of 90 second-year EFL students at a university in Mekong Delta, Vietnam, and propose some summarization strategies that students can apply to improve their reading comprehension and summary writing performances. In this paper, the questionnaire was used to design 4 points (excellent, good, average, poor) to exploit students’ proficiency in reading and summary writing and (never, sometimes, often, always) to collect data on students' awareness about the importance as well as difficulties in reading and writing summary. The survey results showed that students' proficiency in reading and writing summaries is poor. Additionally, the majority of students are aware of the importance of reading and writing summary; however, they do not have the experience and background knowledge of reading and writing summary; accordingly, teachers had better recommend some summarization strategies to their students.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>
USING ROLE PLAY TO MOTIVATE HIGH-SCHOOL STUDENTS IN EFL SPEAKING CLASSES
Authors: Doan Nguyen Thi Phuong 
Published: March 2024

The recurrent problem among Vietnamese high school students in learning English is the ability to communicate effectively in the target language. The question of how to motivate students to speak English confidently and effectively has driven the researcher to search and experiment with various pedagogical techniques. Therefore, this study is conducted to investigate to what extent using role play can increase students’ motivation in EFL speaking classes. The role play technique has been implemented with a group of 33 Math-majored students at a specialised high school in Vietnam. Data collected from observation notes and interviews with 6 student participants revealed that students’ motivation to speak English was high. The results also indicate that role play can be fruitfully deployed in EFL-speaking classes to increase students’ engagement in language production.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>
ARTIFICIAL INTELLIGENCE CREATES FAIRY TALES FOR PHYSICS TEACHING IN PRIMARY EDUCATION
Authors: Kotsis Konstantinos T. 
Published: March 2024

This study explores the potential of Artificial Intelligence (AI) in creating fairy tales to enhance physics teaching in primary education. Traditional methods of teaching physics often fail to captivate young learners and instil a deep understanding of scientific concepts. Integrating storytelling and AI technology can create a stimulating learning environment, fostering curiosity and engagement among students. This paper discusses the theoretical framework behind storytelling and its impact on learning, outlines the development and implementation of AI-generated fairy tales in physics education, and evaluates this approach's effectiveness. The results demonstrate that AI-created fairy tales can significantly enhance students' interest, comprehension, and retention of physics concepts, leading to improved learning outcomes.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>
NEURO LINGUISTIC PROGRAMMING AS AN EDUCATIONAL-THERAPEUTIC PROGRAMME: TWO CASE STUDIES
Authors: Archana S. , Kannadasan K. 
Published: March 2024

<p>The neuro-linguistic approach emphasizes man's behaviours as the product of neurological processes within and the experience of the external world outside. When an individual wishes to get into a desired behaviour, Neuro-linguistic Programming helps one to understand one’s current situation and gives a road map to the desired state (1). When NLP is applied in sports, mental skill training, contributes to the new desired behaviour in the form of optimal performance in their respective sports. <strong>Objective: </strong>This paper aims to examine a tailor-made NLP intervention to reduce low self-determination, poor emotional maturity, and low motivation among two university women volleyball players. <strong>Method: </strong>This study used a case study approach, and employed NLP techniques such as; collapsing anchoring, and meta-model language patterns, to help two athletes who experienced low self-determination and low motivation and found it emotionally difficult to perform in training and competition, to restructure their dysfunctional thoughts, emotions and memories. <strong>Results: </strong>The intervention showed promising improvement in helping Participant A to be more resilient and Participant B to be higher in motivation. The results obtained from the interview sessions, and through the quantitative analysis showed that the NLP intervention had successfully helped the participants to cope with dysfunctional thoughts and emotional imbalance and to bounce back. <strong>Conclusions: </strong>The NLP-based intervention, has helped the players to be more self-determined, experience much Emotional control and maturity, and increase the level of sports achievement motivation and sports resilience.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0414/a.php" alt="Hit counter" /></p>
EXPLORING TEACHERS’ UNDERSTANDING OF TEACHING LEARNERS WITH ADHD IN SELECTED INCLUSIVE PRIMARY SCHOOLS OF LUSAKA, ZAMBIA
Authors: Kabwe Alice , Muzata Kenneth Kapalu , Simalalo Magdalene 
Published: March 2024

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity, which causes functional impairment. The study explored teachers’ understanding of teaching learners with ADHD in Zambian inclusive primary schools. A descriptive design supported by qualitative approaches was used. The sample size involved 18 teachers of learners with ADHD, 9 learners with ADHD, 3 administrators, and 4 officials from the Ministry of Education. Homogeneous purposive sampling was used to select participants. Data was collected using in-depth interviews, focus group discussions, and observation checklists. Qualitative data were analyzed using thematic and content analysis. The study revealed mixed views on teachers’ understanding of teaching learners with ADHD. Some teachers indicated that they adequately understood learners with ADHD due to sufficient knowledge to deal with learners, adequate training to deal with learners able to apply appropriate teaching methods, strategies, and techniques for learners, adequate exposure to handling learners, self-motivation to teach learners and ability to control the behaviours of the learners with ADHD. On the other hand, teacher participants indicated that they had limited understanding due to inadequate training in Special Education, teachers' inability to handle learners, insufficient use of appropriate teaching methods, strategies, and techniques for learners with ADHD, and their inability to control learners with ADHD. To address the challenges faced by teachers while teaching learners with ADHD, teachers employed strategies such as catch-up strategies, social and emotional support strategies, professional development strategies, and punishment strategies. The study recommends, upgrading teachers understanding and strategies to use in teaching learners with ADHD through teacher training; and capacity building in the form of CPD in schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0601/a.php" alt="Hit counter" /></p>