bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Use of Beta-Blockers Before Major Trauma and Posttrauma Outcome
Authors: Wang Jen-Chun , Chien Wu-Chien , Chung Chi-Hsiang , Chen Po-Chuan , Chen Chin-Li , Tsai Shih-Hung 
Published: October 2022

Background:
Beta-blockers are widely used for the treatment of arrhythmia, hypertension, and congestive heart failure. Major trauma causes significant blood loss and subsequent tachycardia and hypotension. Although beta-blockers may induce negative compensatory sympathetic responses to hemorrhagic shock, the effects of beta-blocker use before major trauma on posttrauma outcomes are controversial.

Aim:
We examined the association between the use of beta-blockers before major trauma and posttrauma outcomes using a nationwide population-based database.

Methods:
The data for this nationwide population-based retrospective cohort study were obtained from the National Health Insurance Research Database in Taiwan. A total of 2245 beta-blocker users were assigned to the study cohort, and another 8980 patients matched for age, sex, comorbidity, and medication use by inverse probability of treatment weighting formed the comparison cohort. The major outcome assessed was all-cause mortality during a 30-day follow-up period in major trauma patients with or without pretrauma beta-blocker use.

Results:
Our study included 2245 patients who used beta-blockers before major trauma. Individuals who used beta-blockers did not have a significantly higher cumulative risk of mortality than individuals who did not use beta-blockers (beta-blockers users: 17.19%, nonbeta-blockers users: 16.70%, P = 0.662).

Conclusion:
Pretrauma beta-blocker users did not have a higher mortality rate after a major trauma even after adjusting for several comorbidities and medications in a nationwide population database.
Wellbeing in the workplace: exploring the VUCA approach
Authors: Holley Debbie , Coulson Kate , Buckley Carina , Corradini Erika 
Published: October 2022

This workshop was aimed at aspiring leaders/leaders/those interested in models of wellbeing and resilience. VUCA stands for Volatility, Uncertainty, Complexity, Ambiguity, a leadership model based on the theories of Bennis and Nanus from the late 1980s (https://www.vuca-world.org/). Leaders are often required to navigate uncertainties, paradoxes, conflicts, pressures and ambiguities. The VUCA model calls for new approaches to management centred on a personal approach and is extensively used in intercultural business masterclasses (University of Cambridge; MIT; Jagannath International Management School Kalkaji, India).

The model inspires and encourages leaders to move from the idea of the leader who ‘knows all’ towards a vision of developmental leadership. This approach clarifies the leader’s ability to develop others’ capacity to handle problems and make difficult decisions, based on the idea that every individual can contribute their skills. In strategic terms, leading in a VUCA world requires Vision, Understanding, Clarity and Adaptability/Agility. Learning development is starting to embrace this model of leadership, with a new ALDinHE Leadership CoP offering a platform for sharing both theory and practice. The overarching aim of this approach is that of conveying positive energy into the development of meaningful approaches.

The VUCA model relies on six key skills, all of which connect to the values of learning development:

Developing a shared purpose.
Learning agility.
Self-awareness.
Leading through collaboration and influence.
Confidence in leading through uncertainty.
Growth mind-set.

This was a creative discussion-based workshop and we aim to co-create a JLDHE article with interested participants. We have interested participants from the ‘International Women’s’ day workshop we ran, and we wanted to further broaden out this scholarship opportunity to the learning development community. The ALDinHE Leadership CoP are considering how best to feed into notions of a leadership toolkit to support the community.
Attendees of the VUCA workshop were asked to read the following two articles prior to the session:

‘Lessons leaders can learn from those living through change’ (HULT Education).
‘Leading in a VUCA World: five essential skills to learn in a VUCA world’ (Culpin, 2018).
Engaging students online: an analysis of students’ motivations for seeking individual learning development support
Authors: Cirstea Arina 
Published: October 2022

This presentation outlines the key findings of a small-scale research project aimed to explore the motivations for student engagement in self-selecting learning development (LD) online tutorials. The study used a mixed methods approach, including an online survey (n=43) and online interview (n=5). The recruitment invitation was emailed to all users booking a tutorial (n=390) within the project timeframe (October 2020-April 2021).
Findings show that the main driver for engagement reported was participants’ limited confidence in their own academic writing abilities, which was consistently linked to attainment. Engagement was further motivated through a range of perceived impacts, including improved confidence and awareness of academic conventions. Participants reported a generally positive attitude towards online delivery, with key benefits including removing access barriers for students with complex commitments, travel and health issues. Conversely, the main downside of online tutorials was seen as diminished interpersonal contact. Qualitative data from both survey and interviews were further investigated using a Discourse analysis framework. One key finding was that the path to LD engagement is often mediated by academic authority figures, who may exert a significant impact on learner self-views.
The presentation was designed to initiate discussion on the implications of these findings for learning developers. One area of reflection I planned to submit for the participants’ consideration is how lessons learned from the enforced pivoting to online delivery can underpin the developmental dimension of LD, with the ultimate goal of promoting learner confidence and growth.
Learning developers as their own cultural critics?
Authors: Pritchard Christie 
Published: October 2022

The values that guide the work of ALDinHE and those associated with us as an organisation include ‘making HE inclusive through emancipatory practice, partnership working and collaboration’ and ‘critical self-reflection, on-going learning and a commitment to professional development’ (ALDinHE, 2022). However, considering this from a relational, or systems thinking perspective; how achievable are these values? Can we truly be inclusive to all? Exploring this notion in my doctoral research, using Bourdieu’s relational framework (Bourdieu, 1992; Bourdieu, 1993; Bourdieu, 1997; Bourdieu & Passeron, 1990) I was confronted with some uncomfortable truths. Education is reproductive in the sense that it selects those with the necessary capital to succeed and nurtures them to develop further. The diversity of student’s prior experience, background and capital to succeed is clear, and Learning Developers know how difficult Higher Education can be to navigate, but how often do we reflexively consider how our work reproduces the cultural system.
Conference attendees working in small groups, discussed a brief precis of my Doctoral research, a copy of ALDinHE values and summary of Bourdieu’s notion of autonomy (Bourdieu, 1992). The following questions were posed to prompt discussion.

How autonomous are we as practitioners and are we able to change the system that reproduces the inequality of society?
Is being positioned by students as part of their curriculum through embedded practice advantageous all of the time?
Do we focus on the knowledge and skills students bring, or are we forced to help them adapt to the game?
Grow your academic resilience
Authors: Olson Claire , Briscoe Helen , Prior Maisie 
Published: October 2022

Grow Your Academic Resilience is interactive workshop aimed at equipping students with practical tools to nurture their academic resilience, or their ability to deal with academic challenges and setbacks (Martin and Marsh, 2008). The session helps students recognise the qualities of a growth as opposed to fixed mindset (Dweck, 2006), and supports them to feel confident in dealing constructively with feedback. Students are encouraged to identify strengths they possess and consider the skills they need to achieve their academic goals.
Research demonstrates that resilience is an attribute that positively impacts student wellbeing, engagement, and academic achievement (Turner, Scott-Young and Holdsworth, 2017). Consequently, we believe universities play a key role in developing the resilience of students, therefore introducing students to this concept at the earliest opportunity is paramount. Feedback to date has been positive and we aim to grow the number of sessions we deliver.
Our objective was to deliver an adapted session and elicit feedback from our peers for future development. Participants took part in a 45-minute workshop as university students. Alongside this, commentary was provided discussing the nature of the activities. Finally, participants were given 15 minutes to share experiences and offer constructive suggestions. Resources were shared, alongside presentation notes.
Session Plan:

Fixed vs. Growth Mindset quiz
Grow your academic resilience (bespoke worksheet)
Your feedback plan

The session addresses the following Learning Outcomes:

Understanding what it means to be academically resilient
Recognising a growth Mindset
Discovering practical tools to nurture your resilience
Dealing confidently with feedback
Magic to conjure up academic skills for dissertation support
Authors: Kimberley Emma , Rice Paul , West Amy 
Published: October 2022

This project uses magic to explore dissertation skills with students. Students in a session on preparing for the dissertation learnt a magic trick and then used their experience of learning the trick to reflect and to develop narratives around their dissertation topic focussing on the skills of researching and writing. We compared the results of the intervention group to those of a control group (who were given the same session but excluding the magic trick). The teaching sessions integrated skills essential for completing the dissertation such as critical thinking, linking, metacognitive reflection, and conceptualising the process of a long project. Previous research has suggested that using magic can stimulate curiosity, engage and motivate students, and that they will find the session more memorable (see Moss, Irons and Boland, 2017; Wiseman and Watt, 2020; Wiseman, Wiles and Watt, 2021)

The presentation reported the findings from pre- and post-session questionnaires completed by participants to evaluate the use of a magic trick in teaching dissertation skills by:

Evaluating the effectiveness of using a magic trick to teach dissertation skills.
Evaluating the use of magic to make skills teaching more memorable.
Evaluating the use of magic to support motivation and positive emotions around dissertation tasks.
Evaluating the use of magic to counter some of the negative affects students encounter such as lack of motivation or negative self-efficacy beliefs.
Mix and match: student choice in accessing digital or face-to-face academic skills support
Authors: Johnson Oli 
Published: October 2022

Given the choice, will students opt for a face-to-face or online learning session? The 301 Academic Skills Centre at the University of Sheffield provides academic skills training (including study skills and maths and statistics support) to students in the form of workshops, 1:1 appointments and online resources. The transition to online learning during spring 2020 acted as a catalyst for us to develop our digital offer, which proved extremely popular with students studying remotely. As teaching has returned to the classroom we have been keen to retain some of the positive impacts of our online support and to continue to offer students a choice in how they access our extracurricular service. Throughout the 2021-22 academic year we have provided the option of attending 1:1 appointments and workshops either online or face-to-face, which has provided us with a dataset of student preferences. We have been surprised by the ongoing scale of demand for online training and support and student feedback on the service has provided us with an insight into the reasons behind this demand. This conference session presented data collected during the 2021-22 academic year to explore how and why some students may prefer an online learning alternative and how we intend to develop this delivery model in the future.
Disrupting the 'sage on the stage'
Authors: Langford Anne-Marie 
Published: October 2022

This presentation explored the creation and sharing of resources with students via social media as a way of challenging the authoritative nature of traditional academic skills content (Price et. al, 2017; Gordon and Melrose, 2011). The concept of the ‘Sage on the Stage’ has been replaced in recent years with a more active, student-centred learning environment (Roberts, 2016). Audiograms are bitesize audio-visual explorations of student questions about academic skills, created and distributed collaboratively with our Student Peer Mentors. It had been anticipated that the peer mentors would take the lead in the audiogram creation, drawing on a range of student voices and researching, writing, and recording responses to them in the format of an advice columnist, so that the advice was given student to student.
While the student peer mentors had a sense of teamwork around the audiograms’ creation, they felt varying degrees of ownership. Ultimately, the audiogram creation was led, co-ordinated and produced by a staff member. However, desired student outcomes were addressed through collaboration, problem-solving and reflective production (Al Qasim and Al Fadda, 2013; Fernandez et al., 2015; Forbes, 2015 cited in Hopkins, 2020). The peer mentors also acted as coaches who can assist new students with time management, study skills and goal setting (Parsloe and Wray, 2004 cited in Gordon and Melrose, 2011). Student Peer Mentors needed active support and supervision to achieve this. However, the results of the work bring a less formal and more engaging approach to the subject matter.
IMPAK PANDEMIK COVID-19 TERHADAP PEMBANGUNAN INDUSTRI KREATIF DAN PUSAT MEDIA SERANTAU DI MALAYSIA
Authors: Ahmad Raji Abdur Rahman , Sulaiman Ahmad Shueib , Zulhamize Yusre , Mohd Farique Mohd Asyraf 
Published: October 2022

Era pandemik COVID-19 telah memaksa landskap media dan industri kreatif mengalami perubahan dan proses adaptasi secara langsung. Kajian ini menganalisa sejauh mana implikasi pandemik COVID-19 terhadap struktur media dan industri kreatif dari beberapa perspektif kritikal iaitu digitalisasi dan teknologi 5G, medium media baru sebagai sumber maklumat, perkembangan tenaga kreatif, penghasilan kandungan kreatif, dominasi media asing, kemampuan media tempatan sebagai sumber rujukan serantau, serta capaian media tempatan terhadap audiens global. Keseluruhan kajian ini digarap dengan data sekunder daripada dokumen agensi dan kerajaan, laporan berautoriti, surat khabar, serta data primer daripada perbincangan bersama ahli pakar akademik. Hasil kajian mendapati pandemik COVID-19 mengesani media dan industri kreatif secara langsung terutama dalam aspek digitalisasi akibat daripada Perintah Kawalan Pergerakan (PKP) yang mengekang operasi media secara fizikal. Kajian mendapati berlaku peningkatan penggunaan internet secara mendadak dan peningkatan pengaruh media baharu dan media sosial dalam masyarakat. Situasi ini memberikan landskap baharu kepada industri media dan kreatif apabila masyarakat secara umum mampu bersaing secara langsung dengan pemain industri dalam mencorak karya kreatif dan mendapatkan sumber maklumat secara langsung dan terkini, tanpa pengantara media massa.
OS INSTRUMENTOS UTILIZADOS PELOS PROFESSORES DE GEOGRAFIA NA AVALIAÇÃO DA APRENDIZAGEM DOS ALUNOS DO ENSINO FUNDAMENTAL II
Authors: Veras Simone Oliveira , Lima Sérgio Ricardo de 
Published: October 2022

O presente artigo surgiu da necessidade da reflexão sobre a importância da utilização de instrumentos avaliativos adequados aos objetivos propostos no ensino da Geografia, considerando que a avaliação possui influências tanto de estimular quanto de desestimular o estudante. Para tanto, questionamos: como se justifica a seleção dos instrumentos utilizados pelos professores de Geografia durante o processo de avaliação da aprendizagem? Estabelecemos como objetivo geral, analisar os instrumentos utilizados pelos professores da disciplina de Geografia na realização da avaliação da aprendizagem dos alunos do Ensino Fundamental II. Com uma abordagem qualitativa de natureza descritiva, o campo da pesquisa foi a Escola Municipal Extrema, situada em Teresina-PI, e público-alvo foram professores da referida escola. Para coleta de dados, utilizamos observação e aplicação de questionário. A fundamentação teórica foi construída a partir da discussão de teóricos, como: Hoffman (2003), Moretto (1996), Luckesi (1997), entre outros. Diante das leituras dos estudos dos teóricos, dos dados coletados pelo questionário e das observações realizadas no campo da pesquisa, foi possível compreender que a avaliação escolar - como ferramenta a serviço da aprendizagem do aluno - não deve priorizar apenas o resultado, mas também valorar o processo em que se desenvolve a mesma, as possibilidades de transformação da prática docente para que aconteça de maneira continuada, assumindo seu papel de elemento integrante do processo de ensino-aprendizagem.
Becoming IELTS Examiners: Demystifying Native-Speakerism in the Area of English Language Testing
Authors: Hutabarat Pritz 
Published: October 2022

The field of English language teaching (ELT) has long been a fertile soil for native-speakerism where the native English teachers (NESTs) enjoy the privilege to be crowned as the ideal teachers of the language. Such belief is ingrained in all aspects of ELT including English language testing such as in International English language Testing System (IELTS), where the presence of non-native English examiners is extremely rare. Departing from this phenomenon, this study, conducted as a narrative case study, embarked to counter such claim by looking into the professional credentials and experiences of three non-native English teachers (NNESTs) who, against all odds, become official IELTS examiners in Indonesia. The data of the study were gathered through interviews and analyzed using thematic analysis. The findings show that the participants develop native-like level of fluency as the result of their investment in developing English skills through engaging in English mediated communication, interactions and learning in private English language institutions (PELIs). Moreover, their success is also attributed to their international teaching certificates which opened doors for them to compete with NESTs. Thus, this study seeks to inspire NNESTs to continuously develop their teaching credentials and to boost their confidence as legitimate teachers of English.
HUBUNGAN STRESS KERJA DENGAN UNSAFE ACTION PADA TENAGA KERJA BONGKAR MUAT
Authors: Sri Anjani Sherina Safitri , Widajati Noeroel 
Published: October 2022

ABSTRACT
Every job, formal or non-formal, in the air, land, or sea has a risk of the work accident, including the loading and unloading work. The Loading and Unloading Workers (TKBM) as one of the workers that have a high risk of work accidents. Unsafe action is one of the basic causes of work accidents and work stress is a personal factor that immediately causes work accidents. Objective: This study aims to examine the correlation between work stress and unsafe action at loading and unloading workers on one of the loading and unloading companies in Surabaya. Methods: This research was a quantitative study that used a descriptive approach with a cross-sectional study design. Data analysis used the chi-square test. The population in this study was 60 loading and unloading workers in one group with a sample of 52 respondents who were selected by a simple random sampling technique. Results: The results of the bivariate test showed that there is no correlation between work stress (p=0,781) with unsafe action at the loading and unloading company in Surabaya.
ABSTRAK
Setiap pekerjaan baik itu formal maupun non-formal, berada di udara, darat maupun laut memiliki risiko kecelakaan kerja, tak terkecuali pekerjaan bongkar muat peti kemas. Tenaga Kerja Bongkar Muat (TKBM) sebagai salah satu pekerja dalam proses tersebut memiliki risiko kecelakaan kerja yang tinggi. Unsafe Action merupakan salah satu penyebab langsung dari kecelakaan kerja dan stress kerja sebagai faktor personal penyebab dasar kecelakaan kerja. Penelitian ini bertujuan untuk melihat hubungan antara stres kerja dengan usanfe action pada tenaga kerja bongkar muat di perusahaan bongkar muat Kota Surabaya. Metode: penelitian ini merupakan penelitian kuantitatif menggunakan pendekatan deskriptif dengan design study cross-sectional. Analisis data menggunakan uji chi-square. Populasi pada penelitian ini yaitu seluruh Tenaga Kerja Bongkar Muat (TKBM) pada satu grup sebanyak 60 dengan sampel sebanyak 52 orang yang dipilih menggunakan teknik simple random sampling. Pengumpulan data primer menggunakan instrumen kuisioner penelitian untuk variabel unsafe action dan stress kerja, sedangkan untuk data sekunder berasal dari data perusahaan. Hasil: hasil uji bivariat menunjukkan tidak ada hubungan antara stres kerja (p=0,781) dengan unsafe action pada perusahaan bongkar muat Kota Surabaya.
Oral Feeding for Preterm Infants on Respiratory Support
Authors: Tran Khai , Bailey Sharon 
Published: October 2022

No health technology assessments or systematic reviews were identified regarding the clinical effectiveness of oral feeding in preterm infants while on continuous positive airway pressure or high-flow nasal cannula.
No evidence-based guidelines were identified regarding oral feeding in preterm infants while on continuous positive airway pressure or high-flow nasal cannula that met the criteria for this review.