scholarly journals The GlideScope with modified Magill forceps facilitates nasogastric tube insertion in anesthetized patients: A randomized clinical study

2018 ◽  
Vol 46 (8) ◽  
pp. 3124-3130 ◽  
Author(s):  
Han Joon Kim ◽  
Su In Park ◽  
Sang Yun Cho ◽  
Min Jae Cho
Keyword(s):  
General Anesthesia ◽  
Success Rate ◽  
Nasogastric Tube ◽  
Insertion Time ◽  
Control Group ◽  
Magill Forceps ◽  
Randomized Clinical Study ◽  
Experimental Group ◽  
Control Group Group

Objective Insertion of a nasogastric tube (NGT) in patients who have been intubated with an endotracheal tube while under general anesthesia can cause difficulties and lead to complications, including hemorrhage. A visualization-aided modality was recently used to facilitate NGT insertion. Some studies have focused on the role of modified Magill forceps, which have angles similar to those of the GlideScope blade (Verathon, Bothell, WA, USA). Methods Seventy patients were divided into a control group (Group C) and an experimental group (GlideScope and modified Magill forceps, Group M). Results The total NGT insertion time was significantly shorter in Group M than C (71.3 ± 22.6 vs. 96.7 ± 57.5 s; mean difference, –25.3 s; 95% confidence interval [CI], 20.8–71.5). There were also significantly fewer mean insertion attempts in Group M than C (1.0 ± 0.0 vs. 2.11 ± 0.93). The success rate for the first attempt in Group C was 37.1%, while that in Group M was 100% (relative risk, 2.7; 95% CI, 1.7–4.1). Conclusion The use of the GlideScope with modified Magill forceps for insertion of an NGT in patients who are already intubated and under general anesthesia will shorten the insertion time and improve the success rate.

Role of Nutrition Counseling and Lifestyle Modification in Managing Prediabetes

2021 ◽  
pp. 037957212110254
Author(s):  
Harleen Kaur ◽  
Neerja Singla ◽  
Rohini Jain
Keyword(s):  
Hemoglobin A1c ◽  
Lifestyle Modification ◽  
Fasting Blood Glucose ◽  
Nutrition Intervention ◽  
Control Group ◽  
Population Prevalence ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

Objective: India is the second country after China having the highest population prevalence of diabetes. Several research studies investigating diabetes have been done, but not much work has been done on prediabetes. The purpose of this study was to investigate the effect of nutrition and lifestyle modification on prediabetic females. Methods: A total of 120 prediabetic females from Ludhiana city were divided into 2 matched groups: control group (n = 60) and experimental group (n = 60). Impact of nutrition intervention for dietary and lifestyle modification (for 3 months) was assessed on the anthropometric, dietary, biochemical parameters, and diabetes risk score of the experimental group and control group (no intervention). Results: All the selected 120 subjects completed the study (experimental group = 60; control group = 60). There was significant difference in the changes between the 2 groups throughout the study. The fasting blood glucose and glycated hemoglobin A1c levels of the experimental group subjects reduced significantly ( P ≤ .01). However, no change was observed among the control group subjects. The lipid profile of the experimental group showed a significant improvement ( P ≤ .01). Conclusion: Nutrition counselling of the prediabetics regarding dietary and lifestyle modification is recommended so as to improve their metabolic control, thus preventing them from being diabetics.

scholarly journals Induced Empathy Moderates Emotional Responses to Expressive Qualities in Music

2020 ◽  
pp. 102986492097472
Author(s):  
Katherine O’Neill ◽  
Hauke Egermann
Keyword(s):  
Ecological Validity ◽  
Emotional Responses ◽  
Control Group ◽  
Causal Mechanism ◽  
Music Listening ◽  
Psychological Mechanisms ◽  
Priming Paradigm ◽  
Valence And Arousal ◽  
Experimental Group

Recent research has explored the role of empathy in the context of music listening. Here, through an empathy priming paradigm, situational empathy was shown to act as a causal mechanism in inducing emotion, although the way empathy was primed had low levels of ecological validity. We therefore conducted an online experiment to explore the extent to which information about a composer’s expressive intentions when writing a piece of music would significantly affect the degree to which participants reportedly empathise with the composer and in turn influence emotional responses to expressive music. A total of 229 participants were randomly assigned to three groups. The experimental group read short texts describing the emotions felt by the composer during the process of composition. To control for the effect of text regardless of its content, one control group read texts describing the characteristics of the music they were to hear, and a second control group was not given any textual information. Participants listened to 30-second excerpts of four pieces of music, selected to express emotions from the four quadrants of the circumplex theory of emotion. Having heard each music excerpt, participants rated the valence and arousal they experienced and completed a measure of situational empathy. Results show that situational empathy in response to music is significantly associated with trait empathy. As opposed to those in the control conditions, participants in the experimental group responded with significantly higher levels of situational empathy. Receiving this text significantly moderated the effect of the expressiveness of stimuli on induced emotion, indicating that it induced empathy. We conclude that empathy can be induced during music listening through the provision of information about the specific emotions of a person relating to the music. These findings contribute to an understanding of the psychological mechanisms that underlie emotional responses to music.

Effective Role of Emotions in Teaching

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Sujit Dhanraj Kumavat
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Negative Emotion ◽  
Junior College ◽  
Control Group ◽  
Neutral Group ◽  
Group I ◽  
Group Control Group ◽  
Experimental Group

The objective of the present study was to find out the role of emotion in effective teaching of junior college students. The sample for the present research selected from the grantable junior college in Ahmednagar. For the research 11th class 90 students of Commerce faculty was selected. Among them 30 student selected for the positive emotion teaching group (Experimental group I). 30 students selected for the negative emotion (Experimental group II). And 30 students were selected for the neutral group (Control group III). The age range of the students were 17 to 18 years (M=35.00 SD=7.38). In the research Simple random method was used. The first hypothesis of the research was positive emotional teaching method high in English retention than negative and neutral teaching methods. Tolls 11th class English syllabus selected for the study. Result first result was showed that positive emotional teaching had significantly high English retention than the negative and neutral emotional teaching methods.

scholarly journals Assessment of Gut Microbiota and Selected Blood Parameters in Weaned Piglets Following Supplementation with a Probiotic and Vitamin C

2020 ◽  
Vol 20 (1) ◽  
pp. 179-189
Author(s):  
Leszek Tymczyna ◽  
Beata Trawińska ◽  
Marta Kowaleczko ◽  
Anna Chmielowiec-Korzeniowska ◽  
Jerzy Lechowski
Keyword(s):  
Vitamin C ◽  
Gut Microbiota ◽  
Total Cholesterol ◽  
Hdl Cholesterol ◽  
Blood Parameters ◽  
Control Group ◽  
Weaned Piglets ◽  
E Coli ◽  
Experimental Group ◽  
Control Group Group

AbstractThe aim of the study was to assess the gut microbiota and selected haematological and biochemical blood parameters of weaned piglets following dietary supplementation with a probiotic and vitamin C. the piglets were divided into a control group (group C) and an experimental group (group E), with 30 piglets in each group. All animals received the same feed ad libitum. The animals in the control group (group C) received feed with no added probiotic and vitamin C. the piglets in the experimental group (group E) were given a supplement containing a probiotic (Bacillus cereus 1×109 CFU/kg) in the amount of 1.5 g/piglet/day and vitamin c in the amount of 300 mg/piglet/day. The supplement was administered for 28 days. The total numbers of bacteria of the family Enterobacteriaceae and of the genus Lactobacillus were determined in faeces. The erythrocyte count, haemoglobin level, haematocrit, leukocyte count, and percentages of neutrophils and lymphocytes were determined in the blood. The biochemical analysis concerned the concentration of triacylglycerols, total cholesterol, and LDL and HDL cholesterol. In group E a significant decrease (P<0.01) in the total number of Enterobacteriaceae bacteria was observed in the faeces of the piglets, accompanied by an increase in the number of lactobacilli relative to group C. E. coli was found to predominate over other microorganisms. Salmonella choleraesuis bacteria were present in the faeces of both groups before administration of the supplement, but were not found after its use. The supplement with probiotic and vitamin C caused a significant increase in the erythrocyte, haemoglobin and haematocrit levels in the blood of the piglets and a significant decrease in the concentration of triacylglycerols, total cholesterol and LDL cholesterol.

scholarly journals Enhancing ESL Learners’ Vocabulary Learning of Metaphorically-used Words

2017 ◽  
Vol 8 (5) ◽  
pp. 835 ◽  
Author(s):  
Leonardo Veliz
Keyword(s):  
Small Groups ◽  
Control Group ◽  
Esl Students ◽  
English As Second Language ◽  
Lexical Learning ◽  
Study Participants ◽  
Esl Learners ◽  
Journal Entries ◽  
Experimental Group

The present study examined the role of awareness of metaphor in learners’ lexical learning. A total of 35 intermediate English as second language (ESL) students participated in this study. Participants were randomly divided into two small groups. One (N = 17) served as the control group and the other (N = 18) as the experimental group. Both groups were taught several metaphorically-used expressions over a period of six weeks. The groups differed in that the experimental group received systematic and explicit explanations of the source and target relationships that underlie metaphor, while the control group did not receive such instruction. Pre-tests and Post-tests were administered in order to measure lexical understanding of metaphorical items. Two journal entries were given out to students at two different intervals throughout the teaching period in order to tap into their views of how their lexical understanding of metaphor was changing, or not changing, over time. Results revealed that those students who received systematic and explicit explanations on the concrete experiential basis of metaphor showed greater understanding of metaphorical meanings, and seemed more inclined to unpacking their metaphoricity by looking at what lies behind them.

Stepping into the Role of Professional Writer

2011 ◽  
pp. 250-260
Author(s):  
Christine Aikens Wolfe ◽  
Cheryl North-Coleman ◽  
Shari Wallis Williams ◽  
Denise Amos ◽  
Glorianne Bradshaw ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Annual Meeting ◽  
National Writing Project ◽  
Professional Writing ◽  
Control Group ◽  
Santa Fe ◽  
Writing Project ◽  
Professional Writers ◽  
Experimental Group

A group of National Writing Project teachers from around the nation attended a Professional Writing Retreat in Santa Fe in 2004 and continued their collaboration. This chapter examines the progress of the group’s commitment to communicate by electronic means about writing about teaching. Teachers from the experimental group, those who answered the call to examine their continued involvement with the group, provide qualitative research narratives about how each responds as they help one another to step into the role of professional writer. Statistics gathered from both the experimental and a control group of teachers (who attended the same retreat but did not answer the survey) allow the reader to chart the teachers’ success in: (a) presenting together about being professional writers, (b) writing together as professional writers, (c) writing individually about teacher-practice, and (d) meeting at the National Writing Project’s Annual Meeting in order to continue to support each other’s work.

A Discrimination Based on Punishment

1952 ◽  
Vol 4 (1) ◽  
pp. 27-45 ◽  
Author(s):  
James A. Dinsmoor
Keyword(s):  
The Other ◽  
Control Group ◽  
Experimental Session ◽  
Group 4 ◽  
White Rats ◽  
The Difference ◽  
Avoidance Reactions ◽  
Experimental Group ◽  
Rate Of Response

Twelve white rats learned to press a bar or lever when this act was intermittently followed by pellets of food. Once a stable rate of pressing had been established, the animals were subjected to electric shock as a punishment for each response during alternate five minute periods within the experimental session. A difference in rates during the safe and punished phases was manifested both by the experimental group (8 rats), who were provided with a light as a signal when it was safe to respond, and also, contrary to expectation, by the control group (4 rats), who continued in darkness throughout the session. The differential responding by the control group was greatly reduced, however, when the duration of each phase was reduced from five minutes to one. The investigation was then continued to determine the role of some of the other factors in the situation. Increasing the severity of the shock increased the difference between the light and the dark rates. Withholding the pellets of food reduced the overall rates but did not affect the light-dark discrimination. Withholding the shock, on the other hand, permitted an increase in rate and caused the animals to lose their discrimination; when food had previously been withheld, however, so that the rate of response was relatively low, this deterioration in the discrimination was not as rapid as before. Restoration of the discrimination training under a lower hunger drive confirmed the finding that the formation of the discrimination was quite rapid and showed that the level of drive did not affect the proportionality between the rates in the light and in the darkness. These findings were interpreted by comparing the current procedure with those previously used in studies of avoidance reactions and conflict.

Observations on the role of nutrition in coat shedding in cattle

1958 ◽  
Vol 50 (1) ◽  
pp. 110-112 ◽  
Author(s):  
N. T. M. Yeates
Keyword(s):  
The Other ◽  
Control Group ◽  
Experimental Animals ◽  
Normal Colour ◽  
Experimental Group

The coat changes of an experimental group of four undernourished Shorthorn heifers have been compared with those of a control group of four well-fed heifers.Low nutrition impeded seasonal shedding in three of the four experimental animals, and the hair which was retained into the summer months appeared lifeless and bleached. One animal's hair and shedding were normal, despite low nutrition.Two animals of the control group also partially retained their hair in the summer, but it was of normal colour, good lustre, and vital appearance.It is concluded that plane of nutrition influences shedding, though some individuals within a breed are less affected than others. Two distinct varieties of coat retention were observed: one was of nutritional origin, the other inherent. Possible explanations of the differences are suggested.

Learning Transfer from Flexion to Extension Movements: Importance of the Final Position

Motor Control ◽  
1998 ◽  
Vol 2 (3) ◽  
pp. 221-227 ◽  
Author(s):  
Dusko B. Ilic ◽  
Dragan M. Mirkov ◽  
Slobodan Jaric
Keyword(s):  
Elbow Flexion ◽  
Control Group ◽  
Final Position ◽  
Variable Error ◽  
Before And After ◽  
Movement Distance ◽  
Level Of Significance ◽  
Experimental Group ◽  
Flexion And Extension

Nine subjects (experimental group) were tested on rapid elbow flexion and extension movements performed in the same final position, before and after extensive practice of the movements. Nine additional subjects (control group) were also tested, but without any practice between the tests. Comparison of the pretest and posttest results suggested that the experimental group decreased their variable error (i.e., standard deviation of the final movement position) in both practiced (elbow flexion) and nonpracticed (elbow extension) movements. The control group, however, did not improve in either of tested movements. The experimental group demonstrated lower variable error in the nonpracticed elbow extensions than the control group, while the same difference for practiced elbow flexion movements was slightly below the level of significance. The results support the importance of the final position in programming of rapid, self-terminated movements; however, they do not rule out the role of other kinetic and kinematic variables (such as movement distance).

Interactive Focused Stimulation for Toddlers With Expressive Vocabulary Delays

1996 ◽  
Vol 39 (6) ◽  
pp. 1274-1283 ◽  
Author(s):  
Luigi Girolametto ◽  
Patsy Steig Pearce ◽  
Elaine Weitzman
Keyword(s):  
Parent Report ◽  
Free Play ◽  
Control Group ◽  
Expressive Vocabulary ◽  
Delayed Treatment ◽  
Focused Stimulation ◽  
Play Interaction ◽  
Experimental Group ◽  
Target Words

This study explores the effects of training parents to administer focused stimulation intervention to teach specific target words to their toddlers with expressive vocabulary delays. Twenty-five mothers and their late-talking toddlers were randomly assigned to treatment and delayed-treatment (control) groups. Vocabulary targets were individually selected for each toddler based on the child's phonetic repertoire and parent report of vocabulary development. Following treatment, mothers' language input was slower, less complex, and more focused than mothers in the control group. Concomitantly, their children used more target words in naturalistic probes, used more words in free-play interaction, and were reported to have larger vocabularies overall as measured by parent report. In addition, the treatment had an effect on language development—children in the experimental group used more multiword combinations and early morphemes than children in the control group. The implications of these results are discussed with regard to the role of focused stimulation intervention for children with expressive vocabulary delays.

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