Effect of Citrofortunella microcarpa (Calamansi) Peelings on Whole Blood Coagulation Using Blood Samples from Albino Mice

Citrofortunella microcarpa, locally known as calamansi in the Philippines, is an intergeneric hybrid between Citrus reticulata and Fortunella japonica. This fruit is widely cultivated in the Philippines for its fruit juice as an abundant source of vitamin C and as a condiment in many local foods in the country. Sadly, only the pulp is needed for squeezing while the peels are thrown after extracting the juice. Previous studies revealed that the peels of Citrus, as member of the Rutaceae family, can synthesize both coumarins and furanocoumarins wherein their derivates are used as oral anticoagulants which can inhibit vitamin K from functioning as a cofactor in the hepatic synthesis of the vitamin K-dependent coagulation factors II, VII, IX, and X. In this study, the extract of calamansi peelings were proven to have an anticoagulant property on blood samples from albino mice. This study will pave the way for scientists to allot time in studying calamansi peelings for it may be another source of medicine to help patients who are prone to have stroke, myocardial infarction, and other blood clotting diseases.

Retained Bullets After Firearm Injury: A Survey on Surgeon Practice Patterns

Retained bullets are common after firearm injuries, yet their management remains poorly defined. Surgeon members of the Eastern Association for the Surgery of Trauma ( N = 427) were surveyed using an anonymous, web-based questionnaire during Spring 2016. Indications for bullet removal and practice patterns surrounding this theme were queried. Also, habits around screening and diagnosing psychological illness in victims of firearm injury were asked. Most respondents were male (76.5%, n = 327) and practiced at urban (84.3%, n = 360), academic (88.3%, n = 377), Level 1 trauma centers (72.8%, n = 311). Only 14.5% ( n = 62) of surgeons had institutional policies for bullet removal and 5.6% ( n = 24) were likely to remove bullets. Half of the surgeons (52.0%, n = 222) preferred to remove bullets after the index hospitalization and pain (88.1%, n = 376) and a palpable bullet (71.2%, n = 304) were the most frequent indications for removal. Having the opportunity to follow-up with patients to discuss bullet removal was significantly predictive of removal (odds ratio (OR) = 2.25, 95% confidence interval (CI) = [1.05, 4.85], p = .04). Furthermore, routinely asking about retained bullets during outpatient follow-up was predictive of new psychological illness screening (OR = 1.94, 95% CI [1.19, 3.16], p = .01) and diagnosis (OR = 1.86, 95% CI = [1.12, 3.09], p = .02) in victims of firearm injury. Thus, surgeons should be encouraged to allot time for patients concerning retained bullet management so that a shared decision can be reached.

Manajemen Pendidikan di Rumah Qur'an SDIT Bina Insani Muslim Jatimulya Bekasi

Background this study was the interest of researchers against the management education in the House of the Qur'an Bina Insani Muslims are hereinafter referred to as RQ BIM, which is the flagship program of the ektrakurikuler SD IT BIM. Extracurricular program was developed independently. starting from low grade to grade tingggi with allot time for 4 hours. This research aims to analyze the implementation of management education that includes planning, organizing, implementing, monitoring. Research methods the research was descriptive writers do kualitif. This research was the Chief informant RQ, head of the elementary school IT BIM, and teachers as well as other data that is still closely related to this study. engineering data retrieval is done by way of observation, in-depth interviews, and documentation.. The results of this research it can be concluded that Management RQ BIM already done but rudimentary research results showed: (1) implementation management education RQ BIM is: (a) planning; RQ BIM which has vision and mission, objectives, strategies and development plans activity. (b) organizing the learning through the delivery of the material, learning strategies, and learning methods are used by RQ BIM (c) implementation phases is that cause an organization runs, all of which involved in the organisation should strive towards the aims to conform with the planning. Based on the reality that this is has not been done well (d) supervision, observations indicate that the coordinators of the RQ usually asks and shares to the teachers about the progress of the children, and always establish the teacher’s quality. (2) factors affecting program implementation RQ BIM. (2) Factors affecting program implementation RQ BIM can be divided in two parts; which support RQ programs and inhibit it

Effects of Industrial Experience and Coursework During Sophomore and Junior Years on Student Learning of Engineering Design

While prior work indicates that seniors near the end of their capstone design course know more about design than first-year students, it is unclear where this knowledge is gained. We study two possible sources of seniors’ greater design knowledge: coursework during sophomore and junior years and industrial experience. The design process knowledge of seniors at the beginning of their capstone class was assessed and information about their industrial experience obtained. These data were compared to assessment data of first-year students at the end of an introduction to engineering design course. The results indicate that industrial experience greatly increases students’ recognition that documentation needs to occur throughout the design process. Seniors with industrial experience, however, are less aware that idea generation is an important part of design and are less able to allot time to different design activities than first-year students at the end of a hands-on introduction to engineering design course. For the remaining four aspects of design process knowledge assessed—namely, identifying the requirements for a project at the project’s outset, making decisions with a systematic process based on analysis, building and testing prototypes and final designs, and the overall layout of design including iteration—no differences are found between seniors with industrial experience and first-year students at the end of an introduction to engineering design course. One explanation for why industrial experience does not impact student’s design process knowledge positively in more areas than documentation is that students on internships only experience a small portion of a design process. Due to this “snapshot” experience, either (1) students are not able to learn a significant amount about the bigger picture design concepts or (2) students each learn about different aspects of design but, as a population, do not show any significant increase in design process knowledge. The one activity that all interns will experience is the necessity to document their work. Furthermore, seniors without industrial experience scored no differently than first-year students on any single aspect of design process knowledge measured. This indicates that analysis-heavy sophomore and junior classes do not impact design process knowledge.