Reinterpretation of Vegetative and Reproductive Characters Validates Three New Species in the Endangered Herbaceous Bamboo Genus Eremitis (Poaceae, Bambusoideae, Olyreae) from the Atlantic Forest, Brazil

Abstract— Reinterpreting the morphology of two taxa proposed by Victoria C. Hollowell in the 1980s and not formally published, we describe here three new species of Eremitis, a Neotropical genus of herbaceous bamboos (Poaceae, Bambusoideae, Olyreae), which is endemic to the Brazilian Atlantic Forest. Two of them, Eremitis grandiflora and E. paucifolia, are endemic to Espírito Santo state. Eremitis victoriae occurs in southern Espírito Santo and has also been documented for southern Bahia. Eremitis grandiflora is similar to the smallest species of the genus, but can be differentiated by its decumbent culms with scale-like leaf blades and its longer gynecandrous whorls. Eremitis paucifolia is characterized by its leafy culms with a reduced number of leaves [5‐6(‐7)] compared to other species of the genus. Eremitis victoriae is distinguished from the congeneric species mainly by its abaxially glaucous leaf blades. Here, we provide an identification key to all described species of Eremitis that occur in Espírito Santo, as well as a map with their geographical distribution. All three new species are illustrated with both line drawings and photographic images, and an informal assessment of their conservation status is presented.

Aphasia-Diagnostic Challenges and Trends: Speech-Language Pathologist’s Perspective

Objectives: To explore current aphasia assessment practices and barriers among Pakistani speech language pathologists. Methods: Descriptive study design with qualitative parameters was used. Participants were identified using purposive sampling over a period of eight months from 1st December 2018 to 31st July 2019. Sample comprised of ten speech-language pathologists with least five years’ experience of working with aphasic clients from four major cities of Pakistan including Islamabad, Karachi, Lahore and Peshawar. Study included in depth interviews using a self-structured interview guide with probe questions. Data recorded was transcribed and thematic analyses were drawn manually. Results: Thematic analysis revealed that most Speech language pathologists rely heavily on informal assessment techniques. With no aphasia assessment tool available in Urdu language, no consensus as to the optimal evaluation strategy or tool for aphasia assessment was noted. However, need for such tool was highlighted by all participants. Hence, non-availability of standardized and culturally appropriate assessment tool in “Urdu” language turned out to be the major barrier in adopting formal assessment for aphasic clients, while time consumed in formal testing remained second most reported issue. Conclusion: There is a dire need of quick aphasia assessment tool in Urdu language with established psychometric properties and culturally appropriate norms. doi: https://doi.org/10.12669/pjms.37.5.2314 How to cite this:Badar F, Naz S, Mumtaz N, Babur MN, Saqulain G. Aphasia-Diagnostic Challenges and Trends: Speech-Language Pathologist’s Perspective. Pak J Med Sci. 2021;37(5):---------. doi: https://doi.org/10.12669/pjms.37.5.2314 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

21 Suture School: A Socially Distanced Surgical Education

Introduction Limited theatre exposure, cancelled practical teaching and placements abandoned due to COVID-19, has potential to damage the learning opportunities and experiences of medical students within surgery. We aimed to create and deliver an emergency small group teaching programme throughout the pandemic, targeted at increasing medical student confidence in basic surgical skills and inspiring interest in surgery. Method Multiple small-group teaching sessions were delivered to a cohort of 14 medical students recruited for work during the pandemic, whilst adhering to social distancing and sanitary measures. On completion of the programme and informal assessment of 11 surgical competencies, participants completed a follow up questionnaire to assess their improvement. Results 70% reported improvement in 10 competencies and 30% across all 11 competencies. The greatest improvements were in abscess drainage and knot tying. 30% relayed increased interest in pursuing a surgical career. 80% were ‘more likely’ to attend theatres in future. Conclusions The teaching series facilitated increase in self-perceived confidence of students in basic surgical skills, whilst inspiring surgical interests. During challenging times, we must support learners to undertake activity that drives improvement in training for the wider benefit of health services. Innovative teaching programmes may reduce the impact of similar adversity in the future.

Composition and Qualifications of Credit Institutions’ Board of Directors: European Requirements and the Principle of Proportionality

The aim of this article is to illustrate the importance of the EU principle of proportionality for the application of the rules governing the composition and qualifications of credit institutions’ Board of Directors. The view taken is that the principle of proportionality as enshrined in the EU legislation and the case law can safeguard both the private and the public interests in favour of the smooth functioning of the banks and the stability of the financial system. Under this perspective, this article discusses special issues such as conditional approval, informal assessment, allocation of the burden of proof and judicial review.

Assessment of in-hand manipulation by occupational therapists in paediatric practices in South Africa

ABSTRACT INTRODUCTION: Assessment of in-hand manipulation is fundamental to guide treatment for children with fine motor delays. Limited literature is available on how South African occupational therapists assess in-hand manipulation. This study aimed to describe which current in-hand manipulation assessment methods are used and what the preferences of occupational therapists in all areas of paediatric practices are regarding a suitable instrument METHODS: Quantitative cross-sectional study design with a non-probability purposive sampling method was used. Participants completed an EvaSys survey system online questionnaire RESULTS: Two-hundred-and-ninety-two (n=292) occupational therapists registered with the HPCSA participated. Limited familiarity (n=50; 17.1 %) with the formal assessment instruments described in literature was reported. The informal assessment methods most commonly used were subjective observation of tasks (n=287; 98.3%) of scholastic tasks (n=261; 89.4%) and play tasks (n=255; 87.3%) for children between the ages of five to six years (n=273; 93.5%). Preferences supported a descriptive instrument accompanied by a user manual that is administered under 15 minutes, in multiple languages, and with attention to the quality of movements and compensatory techniques used by the child CONCLUSION: Results showed that the current and preferred assessment methods used by occupational therapists might provide guidance for the future development of a contextual, relevant in-hand manipulation instrument for paediatric practices in South Africa Keywords: in-hand manipulation; assessment methods; paediatric practice

Flop to Flip: Integrating Technology and Team-Based Learning to Improve Student Engagement

Purpose: The first attempt to develop and instruct a new course in evidence-based practice in a physical therapy curriculum proved problematic. The purpose of this paper is to describe the method of revising this traditionally taught course using a combination of flipping the classroom, team-based learning, and technology. Methods: Working with an Instructional Design Specialist, a weekly online preparatory module was created for each content topic using a variety of multimedia learning provisions including micro learning videos (PowerPoint with voiceover), transcript of the PowerPoint, a list of vocabulary words, reading, Quizlet, Flipgrids and Concept Checks. Each week’s module was introduced with a listing of objectives, goals, time to complete tasks and a description of the in-class activities. Class began with a weekly 10-question vocabulary quiz to hold students accountable for their preparation. A short summary lecture followed. Students were then given an in-class assignment to complete either in pairs or small groups. Discussion of the assignment completed the session. Most of the assignments were submitted electronically prior to discussion for grading purposes. Several also utilized a team-based learning format. Pairs of students complete an assignment; students then convene with their group and discuss and complete the same assignment. This process facilitates a more active learning environment. Result: Students were consistently prepared for class as evidenced by their quiz performance. Informal assessment of the online preparatory modules was performed using a “One-Minute Paper” assessment. Students reported that the PowerPoint with voiceover, Quizlet, Concept Checks, and the weekly list of vocabulary terms were most helpful, whereas Flipgrids and reading were not helpful. In-class activities were interactive and facilitated deeper conversations about the content. Conclusion and Recommendations: The outcomes provided reflect student perception solely, which may have been biased by the instructor’s presence in the course. Formal assessment of changes was not possible using student performance as a measure because the course had dramatically changed from year one to year two. A more formal, scientific assessment is recommended to determine if and how course changes affected student performance.

THE USE OF INFORMAL ASSESSMENT IN EVALUATING STUDENTS’ SPEAKING ABILITY: STUDENTS’ AND TEACHERS’ VOICES

In this era, English becomes an important subject to be learned in senior high school. In the case of English Language Learning, the curriculum design (K13) required the students to have critical thinking and active learning that should be master both written and spoken. Unfortunately, there are major problems faced by the students such as less confidence and low motivation in speaking. Thus, this research is conducted under a phenomenological study at SMA Muhammadiyah 2 Yogyakarta. There are two teachers and ten students who participate in the study. The Semi-structured interview had been conducted to obtain some information related to the students’ and teachers’ perceptions toward the use of informal assessment in assessing speaking. The result presents that the use of informal assessment is useful to improve the students’ interest to perform speaking and enhance the students’ confidence and motivation to perform the speaking test. Hence this research has some implications for other researches to develop a further discussion about the use of informal assessment in other language skills.