Assessing Entomological and Epidemiological Efficacy of Pyriproxyfen-treated Ovitraps Using Saliva Samples

Our study assessed the impact of using ovitraps with pyriproxyfen on mosquito populations and the feasibility of using human saliva samples to test for seroconversion to dengue virus (DENV). We used a quasi-experimental research design by forming the intervention (n=220) and the control (n=223) groups in neighboring Taguig City, Philippines, over four months. Socio-demographic data, entomological indices, and IgG antibodies against DENV were measured. Associations between the implementation of ovitraps dosed with pyriproxyfen and mosquito densities (percentage positive ovitraps and container indices) and DENV seroconversion were calculated post-intervention in Months 2, 3, and 4. Among participants recruited at baseline, 17 and 13 were seropositive for dengue (DENV) in the intervention and control groups, respectively. Both entomological indices were lower in the treated area than the control site at months two, three, and four post-interventions but not earlier. Dengue seroconversions rates did decrease in the treated population but not significantly so. In conclusion, the use of PPF-treated ovitraps impacted the mosquito population but not the seroconversion rates. Compliance to provide saliva samples and the ability to detect IgG antibodies within these samples were encouraging and suggested that further studies on a larger population and longer duration are warranted.

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DISTRACTION TECHNIQUES: TELLING STORIES TO DECREASE PAIN FOR PRESCHOOL CHILDREN DURING INFUSION

Jurnal Keperawatan Indonesia ◽

10.7454/jki.v22i1.887 ◽

2019 ◽

Vol 22 (1) ◽

pp. 23-30

Author(s):

Lina Dewi Anggraeni ◽

Widiyanti Widiyanti

Keyword(s):

Demographic Data ◽

Intervention Group ◽

Pain Scale ◽

Control Group ◽

P Value ◽

Pediatric Nurses ◽

Control Groups ◽

Analysis Technique ◽

Quasi Experimental ◽

And Control

Hospital procedures, such as infusions, are often associated with pain. Preschool-aged children who are hospitalized for infusions will often exhibit a strong fearful response because their concept of body integrity has not fully developed. One way to reduce the fear of infusion pain is by using stories as a distraction technique. The purpose of this study was to identify differences in the scale of pain between members of an intervention group, to which the distraction technique was applied, and a control group, to which it was not applied. The study used quasi-experimental methods, with intervention and control groups. The study was conducted on 46 preschool aged respondents (3-6 years old), divided into a 34 member intervention group and a 12 member control group and ran from September to December 2017 in one of the private hospitals in the East Bekasi. The research employed a questionnaire to collect demographic data and used the Wong-Baker Faces Pain Scale to assess pain levels. The data analysis technique used was the independent t-test. The results showed there was a difference of pain response between the intervention and control groups with P value < 0.05. Pediatric nurses are advised to use storytelling therapy as an option for providing atraumatic care intervention. Keywords: Distraction Technique, Infusion installation, Pain, Stories, Preschool Abstrak Teknik Distraksi: Bercerita Menurunkan Nyeri Pada Anak Usia Pra Sekolah Selama Penggunaan Infus. Rasa sakit seringkali dikaitkan dengan salah satu prosedur rumah sakit yakni pemasangan infus. Reaksi anak prasekolah yang dipasang infus menunjukkan ketakutan yang luar biasa, hal itu disebabkan karena konsep integritas tubuhnya belum berkembang dengan baik. Salah satu cara untuk mengurangi ketakutan akibat nyeri pemasangan infus pada prasekolah adalah teknik distraksi bercerita. Tujuan penelitian ini untuk mengidentifikasi perbedaan skala nyeri antara kelompok intervensi dan kelompok kontrol. Penelitian ini merupakan penelitian kuantitatif dengan metode quasy eksperimen, yang menggunakan kelompok intervensi dan kelompok kontrol. Penelitian dilakukan terhadap 46 responden usia prasekolah (3-6 tahun) yang terdiri dari 34 kelompok intervensi dan 12 kelompok kontrol dari bulan September-Desember 2017 di salah satu Rumah Sakit Swasta di wilayah Bekasi Timur. Instrumen penelitian menggunakan kuisioner data demografi dan lembar observasi skala nyeri Wong Baker Faces Pain. Teknik analisis data menggunakan Uji Independent T test.Hasil penelitian menunjukkan terdapat perbedaan respon nyeri antara kelompok intervensi dan kelompok kontrol dengan nilai p= 0,012 (< 0.05). Perawat anak sebaiknya menggunakan metode bercerita sebagai sarana asuhan keperawatan atraumatik. Kata kunci: Cerita, Nyeri, Pemasangan infus, Prasekolah, Teknik distraksi

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Visual Mnemonic Technique : An Effective Learning Strategy

GiST Education and Learning Research Journal ◽

10.26817/16925777.1042 ◽

2021 ◽

Vol 23 ◽

pp. 7-32

Author(s):

Parisa Farrokh ◽

Hengameh Vaezi ◽

Hamed Ghadimi

Keyword(s):

Learning Strategy ◽

Specific Treatment ◽

Joint Effect ◽

Placement Test ◽

Control Groups ◽

Mnemonic Technique ◽

Quasi Experimental ◽

The Individual ◽

And Control ◽

The Impact

This study was designed to investigate the impact of visual mnemonic technique on young and adult Iranian English learnersʹ vocabulary learning. The current study followed quasi- experimental design. 48 female students were selected based on their performance on Quick Placement Test. The purpose of the QPT was to homogenize the participants based on their proficiency level. The participants were divided into four groups, two experimental and two control groups. Each group consisted of 12 participants. Prior to the treatment, the participants of both groups were given a pretest to determine the knowledge of vocabulary in the experimental and control groups. Then the experimental groups received the visual mnemonic technique for 8 sessions. The control groups went through a traditional method of teaching vocabulary. After 8 sessions, a posttest was administered to all groups. Two-way between-groups ANOVA was run to the results of the vocabulary tests to look at the individual and joint effect of the independent variables on dependent variable. It was concluded that mnemonic technique significantly affected Iranian pre- intermediate EFL learners’ vocabulary leaning. The study exhibited that the experimental group who received instruction on mnemonic technique outperformed their counterparts in posttest of vocabulary. However, the differences between the effects of mnemonic technique for young and adult learners who received the specific treatment were not statistically significant (P≥ .05).

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The impact of imagery on the performance and cognitive ability in the elderly

10.53350/pjmhs211561654 ◽

2021 ◽

Vol 15 (6) ◽

pp. 1654-1657

Author(s):

Amir Dana ◽

Mir Hamid Salehian ◽

Tayebeh Bani Asadi ◽

Parinaz Ghanati

Keyword(s):

Health Care ◽

Cognitive Ability ◽

Cognitive Abilities ◽

The Elderly ◽

Analysis Of Covariance ◽

Control Groups ◽

Quasi Experimental ◽

And Control ◽

The Impact ◽

Experimental Group

Background: In the future, aging becomes one of the problems of society and the problems of the country's health care system and brings many costs in the health care sector. Purpose: This study examines the effect of imagery on performance and cognitive ability in the elderly. The research method is quasi-experimental with a pretest-posttest design. 40 older adults were selected and divided into experimental and control groups. The subjects in the experimental group performed imagery for four weeks following the pretest. Methods: Data were analyzed using the analysis of covariance. Results: Findings showed that imagery improves the performance and cognitive ability in the elderly. Conclusion: In general, imagery may improve performance and cognitive abilities in the elderly. Keywords: Imagery, Performance, Cognitive Ability, Aging

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The Effects of Portfolio Assessment on Writing of EFL Students

English Language Teaching ◽

10.5539/elt.v4n2p231 ◽

2011 ◽

Vol 4 (2) ◽

pp. 231 ◽

Cited By ~ 4

Author(s):

Behzad Nezakatgoo

Keyword(s):

Evaluation System ◽

English Language ◽

Portfolio Assessment ◽

Control Group ◽

Final Examination ◽

Control Groups ◽

Quasi Experimental ◽

Efl Students ◽

And Control ◽

The Impact

The primary focus of this study was to determine the effect of portfolio assessment on final examination scores of EFL students’ writing skill. To determine the impact of portfolio-based writing assessment 40 university students who enrolled in composition course were initially selected and divided randomly into two experimental and control groups. A quasi-experimental research design was adopted in this study. In order to appraise the homogeneity of the experimental and control groups Comprehensive English Language Test (CELT) was employed at the beginning of the study. The pre-test was applied to both the experimental group and control group. Later in the study, a post-test of dependent variables was implemented for both groups. Data analysis was carried out by SPSS 16 statistical computer program .The statistical techniques being applied were the Levene statistic of One-Way ANOVA and the Paired-sample T-test. The results of the study revealed that that students whose work was evaluated by a portfolio system (portfolio-based assessment) had improved in their writing and gained higher scores in final examination when compared to those students whose work was evaluated by the more traditional evaluation system (non-portfolio-based assessment).The findings of the present study highlighted the fact that portfolio assessment could be used as a complementary alternative along with traditional assessment to shed new light on the process of writing.

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The Impact of Interior Plants in University Classrooms on Student Course Performance and on Student Perceptions of the Course and Instructor

HortScience ◽

10.21273/hortsci.44.2.384 ◽

2009 ◽

Vol 44 (2) ◽

pp. 384-391 ◽

Cited By ~ 18

Author(s):

Jennifer S. Doxey ◽

Tina Marie Waliczek ◽

Jayne M. Zajicek

Keyword(s):

Student Perceptions ◽

Demographic Data ◽

Control Groups ◽

Course Performance ◽

Tropical Plants ◽

Class Rank ◽

Instructor Evaluation ◽

And Control ◽

The Impact ◽

Evaluation Survey

The main objective of this research was to investigate the impact of plants within a university classroom setting on course performance and on student perceptions of the course and instructor. The study was designed to include a minimum of two classes of the same coursework taught by the same professor in the same room during one semester. Three sets of two classes each and 385 students were included within the study. Throughout the semester, the experimental class of students was treated by including an assortment of tropical plants within the classroom. Plants were not present in the control classroom of the study. The official university course and instructor evaluation survey was administered at the end of the semester. Additionally, each student provided demographic data, including class rank, gender, and ethnicity. To measure course performance, the professor for each course reported each student's grade for the course. No statistically significant differences were found in comparisons of grades/student course performance (P = 0.192). However, statistically significant differences were found in comparisons of overall course and instructor evaluation scores of treatment and control groups (P = 0.065). Statistically significant differences were found in comparisons of the individual courses/classrooms between control and treatment groups on statements in subsections of the course and instructor evaluation survey, including the areas of “learning,” “enthusiasm (of instructor),” and “organization (of instructor).” In these comparisons of the treatment and control groups, the differences that were most apparent were in students who had class in the classroom that was windowless and stark. The plants appeared to have the greatest impact on students in the room that was void of other natural elements.

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The impact of participation in music on learning mathematics

London Review of Education ◽

10.18546/lre.15.3.07 ◽

2017 ◽

Cited By ~ 1

Author(s):

Sylwia Holmes ◽

Susan Hallam

Keyword(s):

Temporal Reasoning ◽

Pedagogical Practice ◽

Control Groups ◽

Learning Mathematics ◽

Quasi Experimental ◽

Music And Mathematics ◽

And Mathematics ◽

High Level ◽

And Control ◽

The Impact

Music psychologists have established that some forms of musical activity improve intellectual performance, spatial–temporal reasoning and other skills advantageous for learning. In this research, the potential of active music-making for improving pupils' achievement in spatial– temporal reasoning was investigated. As spatial–temporal skills are considered to be high-level mathematical abilities, this study also aimed to explore if learning music might have an effect on pupils' achievement in mathematics, and whether spatial–temporal reasoning plays a role in this process. The study had a quasi-experimental design in which groups of children aged 4 to 7 participated in a music programme containing a variety of musical, predominantly rhythmical, activities. Parallel classes made up control groups. Throughout the intervention, pupils' attainment in mathematics, reading, writing and spatial–temporal reasoning was recorded and compared between the music and control groups. The findings of the project supported the hypothesis that music instruction has an impact on the development of spatial–temporal skills. A statistically significantly greater progression was observed in most of the intervention groups, as compared in all periods of measurement to the control groups. The attainment in general mathematics did not always differ between the intervention and control groups but the analyses provided evidence of a consistent and statistically significant enhancement in learning mathematics between the youngest participants of the programme. This knowledge could inform pedagogical practice, while further research in this area could offer more insight into the association between music and mathematics.

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The Educational Interrelation of Narrative Creativity and Written Expression Dimensions as an Innovative and Didactic Process in Learning a Foreign Language

Sustainability ◽

10.3390/su12187274 ◽

2020 ◽

Vol 12 (18) ◽

pp. 7274

Author(s):

Tatjana Portnova ◽

José Luis Ortega-Martín ◽

Félix Zurita-Ortega ◽

Gabriel González-Valero

Keyword(s):

Foreign Language ◽

Written Expression ◽

Analysis Tool ◽

Control Groups ◽

Creative Imagination ◽

School Students ◽

Quasi Experimental ◽

The Subject ◽

And Control ◽

The Impact

The aim of the present study was to analyze the impact of narrative creativity on the subject of written foreign languages in secondary school students. A quasi-experimental longitudinal study was conducted with 117 students of 14–15 years of age in two secondary schools in Andalusia (Spain) with experimental and control groups. The tools used were a writing expression analysis tool designed by the authors and the Creative Imagination for Youngsters Test (Prueba de Imaginación Creativa para Jóvenes, PIC-J). The results showed that the participants of the experimental groups improved in terms of the originality and usage of variables of imaginary elements. We also found gender differences—in favor of female students—in the experimental groups in terms of foreign language improvement during the study. Finally, there was a slight interrelation of students with higher narrative creativity showing greater improvements in their written expression skills.

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Stick Figure and Think, Talk And Write: Integrating Media With Teaching Strategy For A Better Writing Competence

IJER (Indonesian Journal of Educational Research) ◽

10.30631/ijer.v2i1.29 ◽

2017 ◽

Vol 2 (1) ◽

pp. 46

Author(s):

Eva Sudarwati ◽

Shynta Amalia

Keyword(s):

Teaching Strategy ◽

T Test ◽

Narrative Writing ◽

Control Groups ◽

Stick Figure ◽

Significant Difference ◽

Quasi Experimental ◽

Mean Differences ◽

And Control ◽

Writing Competence

Abstract This study attempts to see the effect of Think, Talk, and Write strategy on the students’ narrative writing competence. Considering the importance of the use of teaching media, this study tries to integrate Stick Figure as a teaching media in Think, Talk, and Write Strategy. A quasi experimental study was conducted to see the improvement of the students’ narrative writing competence. It involved 42 students who were selected on the basis of convenience sampling and assigned into two groups; experimental and control groups. The statistical analyses of paired sample t-test in experimental group showed that there was significant improvement on the students’ writing competence before (M=5.77, SD= 2.342) and after (M= 11.79, SD= 2.342), t(21)=12.059, p<0.05.Moreover, the result of independent t-test between experimental and control groups showed a significant difference. It can be seen that the mean differences was 3.79545 and the significance value is lower than 0.05, 0.000<0.05.

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Metagenomic Analysis of the Fecal Archaeome in Suckling Piglets Following Perinatal Tulathromycin Metaphylaxis

Animals ◽

10.3390/ani11061825 ◽

2021 ◽

Vol 11 (6) ◽

pp. 1825

Author(s):

Mohamed Zeineldin ◽

Ameer Megahed ◽

Benjamin Blair ◽

Brian Aldridge ◽

James Lowe

Keyword(s):

Sequencing Analysis ◽

Metagenomic Sequencing ◽

Post Intervention ◽

Gastrointestinal Microbiome ◽

Health And Wellbeing ◽

Suckling Piglets ◽

And Function ◽

Changes Over Time ◽

And Control ◽

The Impact

The gastrointestinal microbiome plays an important role in swine health and wellbeing, but the gut archaeome structure and function in swine remain largely unexplored. To date, no metagenomics-based analysis has been done to assess the impact of an early life antimicrobials intervention on the gut archaeome. The aim of this study was to investigate the effects of perinatal tulathromycin (TUL) administration on the fecal archaeome composition and diversity in suckling piglets using metagenomic sequencing analysis. Sixteen litters were administered one of two treatments (TUL; 2.5 mg/kg IM and control (CONT); saline 1cc IM) soon after birth. Deep fecal swabs were collected from all piglets on days 0 (prior to treatment), 5, and 20 post intervention. Each piglet’s fecal archaeome was composed of rich and diverse communities that showed significant changes over time during the suckling period. At the phylum level, 98.24% of the fecal archaeome across all samples belonged to Euryarchaeota. At the genus level, the predominant archaeal genera across all samples were Methanobrevibacter (43.31%), Methanosarcina (10.84%), Methanococcus (6.51%), and Methanocorpusculum (6.01%). The composition and diversity of the fecal archaeome between the TUL and CONT groups at the same time points were statistically insignificant. Our findings indicate that perinatal TUL metaphylaxis seems to have a minimal effect on the gut archaeome composition and diversity in sucking piglets. This study improves our current understanding of the fecal archaeome structure in sucking piglets and provides a rationale for future studies to decipher its role in and impact on host robustness during this critical phase of production.

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457 The Impact of PAP Therapy on Hematocrit in OSA and Polycythemia: A Pilot Study

SLEEP ◽

10.1093/sleep/zsab072.456 ◽

2021 ◽

Vol 44 (Supplement_2) ◽

pp. A180-A181

Author(s):

Mustafa Jafri ◽

Gabrielle Rosa-Acosta ◽

Jose Flores Martinez ◽

Elizabeth Schofield ◽

Cy Wilkins ◽

...

Keyword(s):

Intervention Group ◽

Smoking History ◽

Event Analysis ◽

Control Groups ◽

Testosterone Therapy ◽

Obstructive Sleep ◽

Significant Difference ◽

Testosterone Administration ◽

And Control ◽

The Impact

Abstract Introduction Untreated polycythemia leads to complications including thrombosis. Obstructive sleep apnea (OSA) is commonly associated with secondary erythrocytosis, which testosterone therapy can perpetuate. Effects of positive airway pressure (PAP) on elevated hematocrit (HCT) is unknown. We hypothesize PAP adherence can reduce HCT in men with OSA and polycythemia. Methods Retrospective chart review of male outpatients with newly diagnosed OSA and HCT≥45% at or 3 months before polysomnography (PSG) was conducted. Intervention group consisted of patients initiating PAP for OSA. HCT within 6 months of PAP initiation and PSG were recorded for intervention and control groups, respectively. Primary endpoint was time-to-HCT reduction of HCT<50% plus 3% decrease. Cox proportional-hazards analysis was used to assess time-to-HCT response. Demographics, smoking history, testosterone administration, STOP-Bang score, AHI, and PAP compliance data were obtained. Patients excluded if PAP not indicated, or if PSG, PAP compliance, or repeat HCT were unavailable. Results 41 men with OSA had HCT≥45%, of which 16 had HCT≥50%. Median age was 60 years and median BMI was 32 kg/m2. 28 started PAP. 21 met definition for PAP compliance within 6 months. Median AHI of intervention and control groups were 23 and 19 events/hr, respectively. Mean baseline HCT of both groups were 49 and 50, respectively. No significant difference in age, BMI, smoking history, testosterone therapy, and baseline HCT between both groups noted. 39% of intervention group exhibited HCT response at 1 or more longitudinal assessments, versus 38% of control. Intervention group had higher mean STOP-Bang than control (mean 5.9 vs. 4.6, p=0.01) and trended towards higher mean baseline AHI (27.4 vs. 19.0, p= 0.06). Time-to-event analysis controlling for STOP-Bang and AHI demonstrated PAP was not associated with time-to-HCT response (HR = 1.3, 95% CI = 0.4–4.4). In moderate-severe OSA patients, 40% of intervention group had HCT response compared to 14% of control, though difference was not significant (HR = 2.5, 95% CI = 0.3–20.0). Conclusion Moderate-severe OSA patients trended towards reduction in HCT with PAP, although not statistically significant. Testosterone administration did not affect HCT response to PAP in this cohort. Larger studies are required to determine HCT response to PAP in these patients. Support (if any):

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