Workshop Organizers Atilla ELCI, Aksaray University, Turkey Duygu CELIK ERTUGRUL, Istanbul Aydin University, Turkey Program Committee - Alex Abramovich, Gordon College, Israel - Bo Hu, University of Southampton, UK - Chattrakul Sombattheera, Mahasarakham University, Thailand - Erdogan Dogdu, TOBB University, Turkey - Ibrahim Gokcen, GE International, Turkey - Laurentiu Vasiliu, Peracton Ltd., Ireland - Levent Yilmaz, Auburn University, USA - Murat Osman Unalir, Aegean University, Turkey - Maurice Pagnucco, University of New South Wales, Australia - Mehmet Emin Aydin, University of Bedfordshire, UK - Metin Zontul, Istanbul Aydın University, Turkey - Mustafa Jarrar, Sina Institute - Birzeit University, Palestine - Ovunc Ozturk, Celal Bayar University, Turkey - Ozgu Can, Agean University, Turkey - Riza Cenk Erdur, Agean University, Turkey - R. Rajesh, Bharathiar University, India - Rym Z. Mili, University of Texas at Dallas, USA - Sule Yildirim Yayilgan, Gjovik University College, Norway - Tugba Ozacar Ozturk, Celal Bayar University, Turkey - Vassilya Abdulova, Istanbul Aydın University, Turkey - Vijayan Sugumaran, Oakland University, USA - Vitaliy Mezhuev, Berdyansk State University, Ukraine - Zeki Bayram, Eastern Mediterranean University, TRNC 65
To determine if prehospital identification of sepsis will affect time to Centers for Medicare and Medicaid services (CMS) sepsis core measures and improve clinical outcomes. We conducted a retrospective cohort study among septic patients who were identified as "sepsis alerts" in the emergency department (ED). Metrics including time from ED registration to fluid resuscitation, blood cultures, serum lactate draws, and antibiotics administration were compared between those who had pre-arrival notification by EMS versus those that did not. Additionally, outcomes such as mortality and intensive care unit (ICU) admission were recorded. Of the 272 total patients, 162 had pre-arrival notification (prehospital sepsis alerts) and 110 did not. The prehospital sepsis alert group had significantly lower times to intravenous fluid administration (6 min 95%CI 4-9 min vs 41 min 95%CI 24-58 min, p < 0.001), blood cultures drawn (12 min 95%CI 10-14 min vs 34 min 95%CI 20-48 min, p = 0.00...
Reading is one of the literacy skills set as Indonesia's national education goal and become a necessary skill in the 21st century. The reading skill of students of MTs Al-Hidayah Batu has not met the ideal standard. Achieving reading skills requires adequate vocabulary mastery and selecting appropriate methods. This study was designed to measure the influence of the reading guide method on students' knowledge of Arabic reading skills. The design of this study is quasi-experiments. There are 30 samples taken from a total population of 120 people using the purposive sampling technique. Data collected through tests, questionnaires, and interviews are analyzed using a t-test. The results show that the reading guide method can improve students' reading skills. Proven by the t-test result of the reading ability with a sig (2-tailed) value of 0.010 < 0.05. This statistical test implied that Ho was rejected. Ha is accepted, which means that there is a positive influence on th...
Strategies that augment a GVL effect without increasing the risk of GVHD are required to improve the outcome after allogeneic stem cell transplantation (SCT). Azacitidine (AZA) up-regulates the expression of tumor Ags on leukemic blasts in vitro and expands the numbers of immunomodulatory T regulatory cells (Tregs) in animal models. Reasoning that AZA might selectively augment a GVL effect, we studied the immunologic sequelae of AZA administration after allogeneic SCT. Twenty-seven patients who had undergone a reduced intensity allogeneic transplantation for acute myeloid leukemia were treated with monthly courses of AZA, and CD8+ T-cell responses to candidate tumor Ags and circulating Tregs were measured. AZA after transplantation was well tolerated, and its administration was associated with a low incidence of GVHD. Administration of AZA increased the number of Tregs within the first 3 months after transplantation compared with a control population (P = .0127). AZA administration ...
Spécification et formalisation d'une base de connaissances d'un système expert pour le diagnostic et la proposition thérapeutique de l'ulcère gastroduodénal
Advanced educational technology promises to improve science teaching and learning. To achieve the posited outcomes, however, teachers must have access to, know how to, have the skills to and want to use the proposed advanced educational technologies in teaching. Educational technology is the use of both physical hardware and educational theoretics. It encompasses several domains inc luding learning theory, computer-based training, online learning, and where mobile technologies are also used, m-learning. Educational technology have brought in a convergence of the media along with the possibility of multi-centric participation in the content- generation and disseminative process. This has implications not only for the quality of the interchange but also for drastic upheavals of centre-dominated mindsets that have inhibited qualitative improvement. Modern educational technology has its potential in the educational institutions, in the teaching of subjects, in examinations, in research, in systemic reforms, and, above all, in teacher education, overcoming the conventional problems of scale and reach through online, anytime, anywhere. There exists today a well-established publishing industry, including desktop publishing, with know-how and capabilities in producing kits, teaching aids, etc. There also exist production capabilities for audio and video, multimedia, broadcast channels, Internet connectivity, trained manpower, and institutions with these mandates that can be leveraged to address the challenges of education. Alternative models of education such as distance and open-learning, on-demand education, and other such flexible models of learning, will have to be tried and tested. Flexible systems, futuristic curricula and a twenty-first-century career orientation have become a necessity for today’s young people. There is an urgent need role in engineering the teaching-learning situation and to make it a more meaningful experience for both teachers and their pupils. The Indian perspective on educational technology essentially requires looking at the scenario related to the evolution of educational technology in the country and the periodic changes carried out in policies and curricular concerns. This look at the development of educational technology in India. In the current scenario, which involves efforts from both the Government and Non-Government organizations, should provide several pointers towards how educational technology could be used fruitfully now, and in the future, to attain the desired educational goals and to enhance meaningful learning in the rapidly changing world of the 21st century. These issues and concerns are discussed in the succeeding pages. While looking at policy changes and research findings, the Focus Group found that the term educational technology is construed differently in different programmes and by different agencies. We have, therefore, decided to begin by clarifying both the term and all it implies. It consists of five units which deal with Communication technology in education- meaning, scope and choice, Technology in language teaching, Educational technology for formal, informal and nonformal systems in learning: concept and scope, Programmed learning; theoretical considerations and Computer in education. This book is dedicated to all students. Suggestions and comments to improve the contents of this book will be welcomed.
