Efficacy of Mrudu Samvahana (Forehead Massage) over Takra Dhara (Buttermilk Dripping Therapy) in Anxiety and Stress Induced Essential Hypertension – A Randomized Clinical Trial.

Blood pressure level measuring above 140/90 mm of Hg is termed as hypertension. Hypertension is associated with various risk factors and also is mainly responsible for mortality in industrialized countries. The treatment for hypertension in modern science is palliative in nature. Many of these, along with its effectiveness in controlling the blood pressure, cause adverse side effects; hence the need for the hour is an alternate therapy with no potential side effects. Ayurveda has potential medicines to alleviate hypertension without causing any side effects. The study was to evaluate clinical efficacy of two Ayurveda procedures Mrudu Samvahana and Takradhaara in essential hypertension. The study included a total of 40 patients, attending the Outpatient department of KLE Ayurveda hospital, randomized into Group A and Group B of 20 each. The patients in group A received Mrudu samvaahana with Murchita tila taila which was performed 20 minutes per day for 7 days. The patients in group B received Takra dhara with Amalaki siddha takra which was performed 40 minutes per day for 7 days. Statistical analysis revealed that both groups Mrudu Samvahana and Takradhara showed significant (P< 0.0001) results determined by unpaired T test in objective parameters. Between the group assessment. revealed that Takra dhara has shown better results compared to mrudu samvahana in reduction of systolic and diastolic blood pressure. (P<0.0048).

Upper Primary Students' Perceptions of Small Group Learning in Learning Vietnamese Language

<p>The purpose of this study was to investigate the perceptions of upper-year students in Vietnamese primary schools about learning in small groups when studying Vietnamese language in comparison to traditional methods. Students’ perceptions of small group learning were explored through examination of five main factors: benefits, difficulties, group types, individual accountability, and group assessment. An interpretive approach was used to explore the topic, from which data were collected in a two-phase multi-case study using both quantitative and qualitative methods. Four classes of three primary schools in Ho Chi Minh City, having different applications of small groups in learning, were selected for observation and survey by questionnaire. Twenty four students from the first phase of the study varying in gender and learning achievement were chosen for face-to-face interviews to examine more in-depth their perceptions about small group learning. To improve the trustworthiness of the research, teachers from these classes and principles of the schools were interviewed to obtain a more accurate overview of the research. The study found that overall, Vietnamese upper-primary students preferred to learning in small groups to the traditional whole-class model despite the differences in implementing small group learning in each school. The results showed a positive concurrence with existing literature on the main findings, such as the three main benefits to students’ outcomes (e.g. academic achievement, social skills, and attitudes); and some inevitable difficulties when using this method for learning (e.g. time management, isolation and lack of group skills). The students’ choices of group types also reflected the current international students’ perceptions (e.g. preference for heterogeneous ability but homogeneous gender group). The research also presented some interesting points unique to the Vietnamese context which might enrich the current literature of students’ perceptions of small group learning. They were the preference for large group sizes, the two-aspects of leadership, the preference for whole-group assessment, and the suitability of this method for learning Vietnamese language rather than other subjects. The research also showed the underlying influences of the desire for better achievement, the consideration for others’ feelings and the collective cultural context on Vietnamese upper primary students’ views of small group learning in learning Vietnamese language. The relationships between students’ gender and achievement to their perceptions of small group learning were also mentioned and described though these were not strong enough to generalise. A theoretical framework was proposed to illustrate the research findings. These findings suggest that small group learning should be implemented more frequently in Vietnamese primary schools and the study recommends that there be further training in group skills for students.</p>

Upper Primary Students' Perceptions of Small Group Learning in Learning Vietnamese Language

<p>The purpose of this study was to investigate the perceptions of upper-year students in Vietnamese primary schools about learning in small groups when studying Vietnamese language in comparison to traditional methods. Students’ perceptions of small group learning were explored through examination of five main factors: benefits, difficulties, group types, individual accountability, and group assessment. An interpretive approach was used to explore the topic, from which data were collected in a two-phase multi-case study using both quantitative and qualitative methods. Four classes of three primary schools in Ho Chi Minh City, having different applications of small groups in learning, were selected for observation and survey by questionnaire. Twenty four students from the first phase of the study varying in gender and learning achievement were chosen for face-to-face interviews to examine more in-depth their perceptions about small group learning. To improve the trustworthiness of the research, teachers from these classes and principles of the schools were interviewed to obtain a more accurate overview of the research. The study found that overall, Vietnamese upper-primary students preferred to learning in small groups to the traditional whole-class model despite the differences in implementing small group learning in each school. The results showed a positive concurrence with existing literature on the main findings, such as the three main benefits to students’ outcomes (e.g. academic achievement, social skills, and attitudes); and some inevitable difficulties when using this method for learning (e.g. time management, isolation and lack of group skills). The students’ choices of group types also reflected the current international students’ perceptions (e.g. preference for heterogeneous ability but homogeneous gender group). The research also presented some interesting points unique to the Vietnamese context which might enrich the current literature of students’ perceptions of small group learning. They were the preference for large group sizes, the two-aspects of leadership, the preference for whole-group assessment, and the suitability of this method for learning Vietnamese language rather than other subjects. The research also showed the underlying influences of the desire for better achievement, the consideration for others’ feelings and the collective cultural context on Vietnamese upper primary students’ views of small group learning in learning Vietnamese language. The relationships between students’ gender and achievement to their perceptions of small group learning were also mentioned and described though these were not strong enough to generalise. A theoretical framework was proposed to illustrate the research findings. These findings suggest that small group learning should be implemented more frequently in Vietnamese primary schools and the study recommends that there be further training in group skills for students.</p>

Promoting meaningful assessment in an overcrowded English First Additional Language Intermediate Phase classroom

This article provides prospects on how English First Additional Language (FAL) teachers working in overcrowded intermediate phase classrooms can assess meaningfully. It is in response to numerous reports that highlight the poor performance in English First Additional Language by South African intermediate learners. Seeing that overcrowdedness has been singled out as one of the possible causes of this reality, this paper integrates overcrowdedness as an important variable. This work, informed by the complexity theory, was steeped in phenomenology as a research design, resulting in the use of the interpretive paradigm. Qualitative research methods were used where interviews and observations provided insight into good practice. Data were analysed mostly thematically, ultimately revealing the significance of assessment tools, the length and weight of assessments, selective approaches to assessments, informal assessments, observations and group assessment. These results illuminated the nonlinearity of the language classroom since other teachers can assess productively despite the number of learners in their classrooms. A notable issue about the insights is that it is rewarding to combine ingenuity and simplicity.

PROCESSING OF EXPERT ESTIMATES WHEN CONDUCTING AN EXAMINATION OF SCIENTIFIC PROJECTS WITH THE INVOLVEMENT OF EXPERTS OF THE FEDERAL ROSTE

The article is devoted to the issues of increasing the accuracy of expert assessments when organizing the examination of scientific, technological and innovative projects in the information system of the Federal Roster of Experts. The main methods of processing expert assessments are considered. It is shown that for expert and analytical work performed by the information system of the Federal Register of Experts, the optimal method for processing expert assessments is their averaging within expert groups. The analysis of the rating scales of typical expert questionnaires is carried out, the statistical characteristics of expert assessments are determined. The choice of the best group assessment for typical examination schemes is substantiated, as it is proposed to use the arithmetic mean of private assessments. The criteria for making a decision and the threshold values of expert assessments are considered. A method is proposed for increasing the reliability and accuracy of expert assessments by ranking the estimated indicators according to their degree of significance with the subsequent formation of a private final assessment of the project in the form of a weighted sum.

Geodiversity Assessment with Crowdsourced Data and Spatial Multicriteria Analysis

This paper presents an approach to geodiversity assessment based on spatial multicriteria analysis. Instead of relying solely on weighted linear combination (WLC) for aggregating factor ratings and weights to compute a synthetic measure of geodiversity, the approach employs WLC in concert with its local version called L-WLC to provide a more comprehensive assessment approach. As part of the approach, the assessment input data comprised of geodiversity factor ratings and weights were obtained through crowdsourcing. A geoinformation crowdsourcing tool called the geo-questionnaire was used to obtain data from 57 Earth science researchers worldwide. These data served as the bases for a group assessment of geodiversity. The reliability of assessment was evaluated by means of spatially explicit uncertainty analysis. The results showed the efficacy of local spatial multicriteria analysis techniques (L-WLC) used in concert with a global technique (WLC) on the example of geodiversity assessment for Karkonosze National Park in southwestern Poland.

Group assessment of residents’ clinical skills using Case-based Discussions is feasible, highly valued and moreover fosters learning

Background Assessment of residents’ clinical skills using Case-based Discussion traditionally involves a one-to-one discussion with a supervisor. This entails a subjective, and maybe unequal, assessment of the resident, which can only be overcome with the use of multiple assessors. The purpose of this study was to explore residents’ and assessors’ perception of a group-assessment concept.Methods Eleven to fifteen residents in a medical department met 4 times (every 3rd month) over 1 year for 5 hours each time. The residents took turns presenting clinical cases within a predefined topic and discussed it with peers and assessors (diagnosis, differential diagnosis, ethical considerations etc.). Four assessors (specialists in internal medicine) participated in the discussion and together assessed the residents` clinical skills. An external consultant observed the group-assessment several times and conducted semi-structured interviews with the residents as well as the assessors. Notes from the observations and transcribed interviews were analyzed using an inductive approach looking for participants’ perceptions of the concept.Results Both residents and assessors preferred the group-assessment to the individual assessment. Since there were several assessors, the group-assessments were more consistent and regarded more resource-efficient and manageable than one-to-one assessments. The level of discussion was perceived to be higher in the group discussions compared to one-to-one discussions. All residents gained new knowledge during their assessment and in addition, also reported having learned from listening to the assessment of their peers. Assessors reported gaining new knowledge as well.Conclusions Group-assessment through Case-based Discussions is a good way to structure assessment of residents` clinical skills. The quality of the assessment process seems to be increased and is likely to be more objective than individual assessment. Group-assessment is feasible and acceptable, and additionally fosters learning for all participating doctors in the department.

Study of the Efficacy of Ksharaplota in Dushtavrana w.s.r to Infected Wound

Vrana ( wound and ulcer) & process of healing is the soul of Shalyatantra Chikitsa (Surgical treatment ). Dushta Vrana means getting vitiated by Dosha & hence Dushta Vrana or infected wound is characterized by bad smell, abnormal color with profuse discharge, severe pain and longer healing time. The severity of infected wounds and their vast range of etiologies, The treatment is cleaning & dressing the wound or it can be more extensive. It may require surgical intervention to close the wound and stabilize the patient. Acharya Sushruta defines Kshara as the substance possessing Ksharana and Kshanan properties. Ksharaplota formulation was selected and applied over the affected infected wound with the help of gauze piece. During the preparation of Ksharaplota, it is coated with Snuhi kshira, Apamarga kshara & Haridra. All these drugs are Shodhana & Ropana. It was observed that Ksharaplota has the properties as sustained release of drug, absorbs discharges, less painful & easily acceptable by the patient with excellent Sodhana & Ropana Karma. The clinical study has been done on 438 patients, selected randomly and divided in two groups. Group A 220 patients i.e. trial group, were treated with local application of Ksharaplota. The Group B 218 patients i.e. control group, were treated with Gold standard. The clinical assessment was done on the basis of clinical presentation of Dushta Vrana, (Infected wound) before and after the treatment. As grading used for assessment of parameters which were ordinal in nature, “Wilcoxon Signed Ranks test” was used for within the group assessment (i.e. before and after treatment of a group). For between the group assessment of parameters, Mann Whitney – U test was applied. We had tested hypothesis for each parameter and result was interpreted accordingly. The level of significance was kept at 5% (P=0.05). And the result of the present study found significant.