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Objectifs: Ce projet vise à déterminer les effets qu'un cours éducatif en ligne au sujet de l'approvisionnement en organes en salle d'opération (SOP) a eu sur le niveau de confiance et la compréhension des infirmières et des techniciens en chirurgie (surgical tech.) (surgical tech.) en salle d'opération. Échantillonnage et contexte: Les données ont été recueillies des infirmières et techniciens en chirurgie (surgical tech.) (surgical tech.) en SOP aux États-Unis dans un centre de traumatologie de niveau II, doté de 19 salles d'opération effectuant de huit à dix processus d'approvisionnement en organes par année. Dans le cadre de son projet intégrateur, une étudiante diplômée en leadership infirmier de cet hôpital a créé un cours éducatif en format Microsoft PowerPoint au sujet des processus d'approvisionnement en organes. Méthodologies et variables: Le cours a été conçu et offert par le biais du système de gestion de l'apprentissage en ligne qu'utilise l'hôpital. Une enquête rétrospective prétest et posttest a été développée et évaluait les effets du cours sur le niveau de confiance et la compréhension des participants. Conclusions: Dans l'ensemble, le niveau de compréhension et de confiance au sujet des processus d'approvisionnement en organes s'est amélioré chez les infirmières et les techniciens en chirurgie (surgical tech.) (surgical tech.) comparativement aux résultats globaux. Conséquences pour les soins périopératoires: Un cours éducatif peut améliorer la compréhension et la confiance des infirmières et des techniciens en chirurgie (surgical tech.) (surgical tech.) par rapport aux processus d'approvisionnement en organes. Une plus grande confiance et une meilleure compréhension peuvent favoriser des résultats positifs pour les processus d'approvisionnement en organes. Afin d'améliorer la confiance et la compréhension, l'éducation continue est nécessaire pour les interventions chirurgicales rarement effectuées comme les processus d'approvisionnement en organes. Mots-clés: Processus d'approvisionnement en organes, rôles en soins infirmiers périopératoires, éducation autodirigée en ligne., INTRODUCTION La pénurie d'organes destinés aux dons et à la transplantation est un problème mondial. Par exemple, en 2018, plus de 113 000 personnes aux États-Unis étaient en attente pour [...]

Objectives: This project aimed to determine the effects an online educational course about organ procurement procedures (OPPs) in the operating room (OR) had on the levels of confidence and understanding among OR registered nurses (RNs) and surgical technologists (STs). Sample and setting: Data was collected from OR RNs and STs in the United States (US) at a Level II trauma centre with 19 operating rooms that completes eight to ten OPPs per year. A graduate nursing leadership student in this hospital created a Microsoft PowerPoint educational course about OPPs as her capstone project. Methods and variables: The course was developed and offered through the online learning management system the hospital uses. A retrospective pretest- posttest survey was designed and evaluated the effects of the course on participants' levels of confidence and understanding. Results: The overall levels of understanding and confidence about OPPs improved in the RNs and STs, comparing aggregate scores. Implications for perioperative nursing: An educational course can enhance understanding of and confidence in OPPs for OR RNs and STs. Increased confidence and understanding can advance the successful outcomes of the OPPs. Ongoing education is needed to reinforce confidence and understanding in rarely done surgical procedures like OPPs. Keywords: Organ procurement processes, Perioperative nursing roles, Self-directed online education., INTRODUCTION Lack of organs for donation and transplantation is a global issue. For example, in 2018, over 113 000 people in the United States (US) awaited organ transplantation, with 20 [...]

This study focused on the Level of Speaking Fluency and Accuracy of Senior High School Students: Basis for a Task-Based Language Teaching. It was conducted in a National High School in the province of Rizal with three (3) sections of Humanities and Social Sciences specifically one hundred and two (102) participants taken purposively through total enumeration technique and ten (10) Experts in teaching English served as respondents to evaluate the Questionnaire Checklist used in the study. The study used the descriptive-evaluative and experimental methods of research utilizing one shot design. The findings of the study revealed that the obtained grand mean of the developed task-based learning material in teaching Oral Communication among Senior High School learners in terms of Objectives, Contents, Organization, and Language and Style as evaluated by the Language Teachers and Instructors was interpreted as Very Highly Acceptable. Meanwhile, some learners who were exposed to the developed task-based learning material were found to be Limited User while significant number of them were categorized as Expert User. The band scores of the students from one activity to another got almost the same rating and showed quite same rating all throughout the activities and interpreted as Very Highly Acceptable. In the end, the study concluded that the developed task-based learning material contributed to facilitate the acquisition of the oral communication skills of the learners. It also helped to improve the level of speaking fluency and accuracy of the Senior High School Learners. [ABSTRACT FROM AUTHOR]

Simple Summary: Understanding bone diagenesis, or alteration, in juvenile and fetal remains has important implications for forensic science. First, it can suggest information about the deposition of the remains and a possible postmortem interval (PMI). Second, it can assist in evaluating bone integrity and the potential for molecular testing of these remains for forensic purposes. This study investigates how early bone diagenesis is observed in fetal and juvenile mammalian remains as well as differences in degradation based on the deposition of the remains (e.g., blanket wrapping, shallow burial, etc.). We found that there were differences in the extent of bone diagenesis between depositions, with bagged remains exhibiting relatively less degradation over time than the other three depositions, while buried remains exhibited the greatest extent of degradation over time. However, all the remains showed bone diagenesis regardless of time of interment or deposition, with all remains exhibiting alteration as early as three months. This is consistent with adult remains, although the presentation of alteration differs and is likely related to developmental differences between subadult and adult bone. It is well understood that intrinsic factors of bone contribute to bone diagenesis, including bone porosity, crystallinity, and the ratio of organic to mineral components. However, histological analyses have largely been limited to adult bones, although with some exceptions. Considering that many of these properties are different between juvenile and adult bone, the purpose of this study is to investigate if these differences may result in increased degradation observed histologically in fetal and juvenile bone. Thirty-two fetal (n = 16) and juvenile (n = 16) Sus scrofa domesticus femora subject to different depositions over a period of two years were sectioned for histological observation. Degradation was scored using an adapted tunneling index. Results showed degradation related to microbial activity in both fetal and juvenile remains across depositions as early as three months. Buried juvenile remains consistently showed the greatest degradation over time, while the blanket fetal remains showed more minimal degradation. This is likely related to the buried remains' greater contact with surrounding soil and groundwater during deposition. Further, most of the degradation was seen in the subendosteal region, followed by the subperiosteal region, which may suggest the initial microbial attack is from endogenous sources. [ABSTRACT FROM AUTHOR]

Field-programmable gate arrays (FPGAs) have largely been used in communication and high-performance computing and given the recent advances in big data and emerging trends in cloud computing (e.g., serverless [18]), FPGAs are increasingly being introduced into these domains (e.g., Microsoft’s datacenters [6] and Amazon Web Services [10]). To address these domains’ processing needs, recent research has focused on using FPGAs to accelerate workloads, ranging from analytics and machine learning to databases and network function virtualization. In this paper, we present an ongoing effort to realize a high-performance FPGA-as-a-microservice (FaaM) architecture for the cloud. We discuss some of the technical challenges and propose several solutions for efficiently integrating FPGAs into virtualized environments. Our case study deploying a multithreaded, multi-user compression as a microservice using the FaaM architecture indicate that microservices-based FPGA acceleration can sustain high-performance compared to straightforward implementation with minimal to no communication overhead despite the hardware abstraction.

This research article examines math anxiety in pre-service teachers. The Mathematics Anxiety Scale-Revised (MARS-R) was administered to 481 university students. Significant results were found in areas of gender, educational level, and educational major. (Contains 1 figure and 2 tables.)

Implementing true inquiry teaching is challenging. Many teachers confuse hands-on activities with inquiry and fail to provide opportunities for students to think critically and analytically. As with any teaching, teachers must guide, focus, challenge, and encourage students to continue questioning and exploring. The level of inquiry that a teacher chooses to implement depends upon the goals of the particular lesson. Both highly structured and more open-ended inquiries have their place in science classrooms. In this article, the authors present a project that three university professors used with preservice teachers in a middle-level teacher education program. The goal was to incorporate inquiry teaching and literature-based instruction within the disciplines of science, language arts, and social studies, which is the method of interdisciplinary instruction supported by the National Middle School Association.

Students can use seed characteristics to discriminate between the different kinds of legumes using taxonomic classification processes of sorting and ranking, followed by construction of taxonomic keys. The application of the Learning Cycle process to taxonomic principles, hierarchical classification, and construction of keys presents the components of classification that include sorting (grouping) and ranking as separate stages in classification. In addition, it separates production and use of keys from the classification process and presents it as a useful product of classification. Students frequently use keys to identify trees, insects, wildflowers, minerals, or rocks. Understanding concepts behind the classification process and production of taxonomic keys will enable the students to select appropriate keys for their region. This article describes activities in which this can be successfully achieved in the classroom.