Hasil untuk "English literature"

Nabiolah Khodajou Masouleh

The present study concerns the analysis of the reality and functionality of an identity that is based on diasporic space. The analysis tends to elaborate on the location of hybrid identity in a diasporic space, with a reliance on a comparative reading of Homi Bhabha’s concept of hybridity and Jean Baudrillard’s concept of simulacrum in the particular case of Mehrnoush Mazarei’s short story, "Sangam". From a formal perspective, "Sangam" is a compilation of chronology and autobiography; the content denotes the narration of a one-year span of the life of the narrator, a migrant Iranian woman, her memories of acquaintance and friendship with an Indian woman in a minor diasporic society of United States. Employing what results from the dialogue between Bhabha’s hybridity and Jean Baudrillard’s simulacrum, and with an applied reference to the form of the narrative and also the narrator’s characterization, the analysis undertaken here illumines how the identity of the narrator, even if harvested and developed as hybrid, is a simulation; a simulation that she herself builds via gazing at the other, cultural fascination and mimicry; activities which in certain ways enables her to absorb the Indian woman’s identity. Furthermore, in the course of these actions and as their consequences, there emerge different layers of repetition and imitation which reduplicate and reinforce the differing nature and the layers of simulation, in a way that all the possible signification of hybridity can disintegrate.

Mohamed Sallam, Mohamed Sallam, Mohamed Sallam et al.

PurposeBibliometric and scientometric analyses provide a structured approach to large amounts of data, enabling the prediction of research theme trends over time, the detection of shifts in the boundaries of disciplines, and the identification of the most productive countries, institutions and scholars. In the context of prostate-specific membrane antigen (PSMA)-targeted radiotheranostics, no bibliometric or scientometric analysis has been published thus far. Therefore, this study was conducted to identify key contributors to the literature, assess the global scientific production of related research, and possibly predict future development patterns.MethodsScientometrics and bibliometrics were utilized to analyze the current body of knowledge while tracking its evolution to support scientific decision-making comprehensively and systematically. Science mapping techniques were employed to visualize research activities. Two different tools, Tableau and VOSviewer, were utilized, with VOSviewer being deemed the most suitable for the research objectives. The Web of Science (WoS) was used as the principal database for the searches.ResultsThrough the search process over a period of 30 years (January 1993–January 2023), 694 original studies in the English language were subjected to comprehensive analysis. By employing bibliometric and scientometric methods, multiple networks were created that mapped various concepts, such as publication trends, leading countries, cocitations, coauthorship among researchers and scientists, as well as coauthorship among organizations and funding agencies. This study revealed the evolutionary patterns, trends, outliers, and key players in the PSMA field, which enabled a more nuanced understanding of the research landscape.ConclusionThis research contributes to the enrichment of knowledge on PSMA-targeted radiotheranostics through detailed global bibliometric and scientometric analyses. It stresses the necessity for the development of communication platforms, the establishment of supportive infrastructures, and the implementation of proactive solutions to address emerging challenges. This study offers a significant resource for delineating effective strategies and identifying prominent funding bodies essential for continuous advancements in the field of PSMA-based diagnosis and therapy for prostate cancer. It is vital to sustain this momentum to ensure further progress in this pioneering area.

Qiuping Ding, Fangfang Ma, Xin Ma et al.

Abstract Background Postoperative pneumonia is a common but serious complication in patients with lung cancer. This meta-analysis aims to evaluate the effect of respiratory exercise on reducing postoperative pneumonia in patients with lung cancer and to provide a reliable basis for clinical treatment and nursing of patients with lung cancer. Methods Two reviewers searched PubMed, Embase, Web of Science, Cochrane Library, China Knowledge Network, Wanfang, and Weipu databases. We searched for the randomized controlled trials (RCTs) published in Chinese or English on the breathing exercises in patients with lung cancer up to January 30, 2024. The quality of the literature was evaluated with the Cochrane Risk of Bias Tool 2 (ROB 2). RevMan 5.3 software was used for meta-analysis. Results Eleven RCTs with 1429 patients with lung cancer were included, and 710 patients received breathing exercises. The meta-analysis results showed that breathing exercises could significantly reduce the incidence of postoperative pneumonia [RR = 0.35, 95%CI (0.25, 0.51)], improve the FEV1 [MD =  − 0.49, 95%CI (− 0.73, − 0.24)], FVC [MD =  − 0.59, 95%CI (− 0.83, − 0.35)] in patients with lung cancer (all P < 0.05). There were significant differences in the incidence of pneumonia for patients undergoing breathing exercises with single exercise time ≥ 15 min (RR = 0.37, 95%CI 0.24 ~ 0.62), breathing exercises for 1 week (RR = 0.29, 95%CI 0.16 ~ 0.55) or for 2 weeks (RR = 0.48, 95%CI 0.28 ~ 0.85) and breathing exercises > 4 times (RR = 0.36, 95%CI 0.23 ~ 0.57) per day (all P < 0.05). Conclusion Breathing exercises have shown the capacity to augment pulmonary function in patients with lung cancer, concurrently mitigating the risk of postoperative pneumonia.

Adeola Bamgboje-Ayodele, David N Borg, Steven M McPhail et al.

Objectives To synthesise the literature on clinical decision support (CDS) systems for chronic obstructive pulmonary disease (COPD). We aimed to (1) describe existing COPD CDS systems that have been designed, developed or are being used in practice, (2) describe the impact of COPD CDS systems on outcomes and (3) identify barriers and facilitators to implementation of COPD CDS systems. Methods Five databases were searched to identify relevant studies. All studies in English that described clinician-facing COPD CDS systems designed for, or implemented in, hospitals and hospital-in-the-home settings were included. A qualitative narrative synthesis was undertaken, guided by the RE-AIM framework ( Reach, Effectiveness, Adoption, Implementation and Maintenance ). Results Twelve studies reporting the use of CDS in hospital ( n  = 7) and hospital-in-the-home ( n  = 5) settings were included. Implementation efforts to reach target users were scantly reported, and low-to-medium adoption rates were observed. The reported effectiveness of the CDS systems was mixed. Only one study reported facilitators to the implementation of CDS systems, none reported on barriers to the implementation of CDS systems, and none reported any information on successful strategies to maintain implementation of CDS systems. Conclusion The use of CDS systems in the management of patients with COPD in hospital-related settings is an important emerging field of research. Evidence suggests that the field has largely focused on systems targeted at physicians, often with incomplete descriptions and limited evaluations. Many opportunities to optimise and evaluate the implementation and use of COPD CDS systems in hospital settings remain, including robust evaluation of their impact on patient, clinician and health service outcomes.

Anna LeFevre

The article by LeFevre applies a mindful approach to three picturebooks by Bob Graham. This contribution centres on the notion of connectedness that belongs to in-depth learning – connecting to others, broader connections in education, and connecting to the world beyond the classroom.

E. A. Salimi

Background and Objectives: The ever-changing and enigmatic future is taking form through a continuous wave of worldwide trends, advancements, and revolutionary ideas. Moreover, the rapid spread of the coronavirus and subsequent lockdown measures have accelerated the pace of technological advancements, significantly impacting multiple facets of our existence, employment, and connections. In the realm of learning, there has been an astounding and rapid transition from conventional classrooms to virtual platforms and groundbreaking advancements. Consequently, it becomes imperative for mankind to acknowledge and evaluate the profound influence of these developments, specifically within the domain of education. This innovative research project seeks to investigate the impressive capabilities of metaverse technology in addressing an unforeseen hurdle. Its main aim is to examine the deep influence of extended reality technologies on future education and assess if incorporating metaverse technology in learning will transform the higher education, generating notable progress and enhancing the quality of instruction.Materials and Methods: The study aimed to comprehensively understand the research topic and its context by gaining insight into the participants&rsquo; perspectives and experiences. To achieve this, a qualitative research was used with 63 purposefully selected participants. The participants included Iranian male and female EFL university professors, EFL university students, educational technology specialists, and futurists in science and technology. Data was collected by conducting focused-group discussions and episodic narrative interviews, as well as utilizing narrative inquiry methods on the Telegram network. Data collection continued until saturation was achieved, resulting in 25 participants for interviews and 38 individuals for narrative inquiry. To analyze the data and identify recurring themes, thematic analysis was conducted, involving initial coding, focused coding, and axial coding.Findings: Findings revealed that metaverse technology plays a crucial role in the field of education and has a significant influence on higher education. Surprisingly, while analyzing the data, four main categories were identified, surpassing initial expectations. These categories include: 1) Empowering experiences: XR heightens sense of immersion, presence, and agency; 2) The immersive power of XR: Boosting enjoyment, interest, motivation, and self-efficacy; 3) Exploring boundaries of perception: XR triggers the illusion of body ownership and embodiment in virtual environments; and 4) The metamorphosis of the self: XR revolutionizes attitudes, behaviors, cognition, and physical body. Each of these categories represents the impacts of metaverse on future education. Understanding and embracing XR&rsquo;s impact on education is vital for educators, as harnessing the metaverse&rsquo;s potential benefits can greatly enhance teaching and learning experiences through more captivating and immersive environments.Conclusions: The outcomes of this research carry significant implications for policymakers, educators, managers, leaders, practitioners, and all stakeholders involved in the field of education. They provide valuable insights into global trends, emerging technologies, innovations, and developments, and how they will likely shape the future of higher education. Given the rapid advancements in technology and the ongoing impact of the coronavirus pandemic, it is crucial to embrace these technologies and implement necessary changes in learning and teaching method to improve the quality of education. The hope is that this study will be a trusted source and offer guidance to future generations, helping them meet the evolving requirements of education.

Mulugeta Kahsay

This study intended to investigate EFL teachers’ beliefs about direct/explicit and indirect/implicit grammar instruction. A simple random sampling technique was applied to select 396 secondary school EFL teachers among those who were pursuing their M.A. studies in the summer program of five universities. Among these, 348 participants responded to a questionnaire consisting of 21 items adapted from Jean and Simard (2011) and from Borg and Burns (2008). Then an exploratory factor analysis was applied, and the test determined only 15 items that would address the two types (direct and indirect) of grammar instruction. The results indicated that the teachers believed that implicit grammar teaching was viable, but they favored the explicit grammar teaching in their context. The paired sample t-test result, t (347) = 5.655; p< .05; Cohen’s d = .95), revealed that the teachers had significantly stronger beliefs in the direct/explicit grammar instruction than in indirect/implicit grammar instruction. The two-way ANOVA results revealed that the participants’ beliefs about direct grammar instruction significantly differed (F (2, 346) = 14.120; p < .05, partial eta square= .076) as a function of teaching experience in favor of the group of the most experienced teachers, but their belief about indirect grammar instruction did not differ as a function of both teaching experience and level of school they taught. The findings suggest a possible tension and conflict between belief and practice in the grammar instructional process, given the strong impact of teacher beliefs on teaching behaviors as the literature confirmed. Recommendations have also been included considering the findings of the study.

Draves J, Tekiner H, Yale ES et al.

The term “vital sign” has been assigned to various phenomena with the presumptive intent to emphasize their importance in health care resulting in the emergence of eight vital signs with multiple designations and overlapping terms. This review developed a case definition for vital signs and identified and described the fifth through eighth vital signs. PubMed/Medline, Google and biographical databases were searched using the individual Medical Subject Headings (MeSH) terms, vital sign and fifth, vital sign and sixth, vital sign and seventh, and vital sign eighth. The search was limited to human clinical studies written in English literature from 1957 up until November 30, 2021. Excluded were articles containing the term vital sign if used alone without the qualifier fifth, sixth, seventh, or eighth or about temperature, blood pressure, pulse, and respiratory rate. One hundred ninety-six articles (122 for the fifth vital sign, 71 for the sixth vital sign, two for the seventh vital sign, and one for the eighth vital sign) constituted the final dataset. The vital signs consisted of 35 terms, classified into 17 categories compromising 186 unique papers for each primary authored article with redundant numbered vital signs for glucose, weight, body mass index, and medication compliance. Eleven terms have been named the fifth vital sign, 25 the sixth vital sign, three the seventh, and one as the eighth vital sign. There are four time-honored vital signs based on the case definition, and they represent an objective bedside measurement obtained noninvasively that is essential for life. Based on this case definition, pulse oximetry qualifies as the fifth while end-tidal CO2 and cardiac output as the sixth. Thus, these terms have been misappropriated 31 times. Although important to emphasize in patient care, the remainder are not vital signs and should not be construed in this manner.

Filip Krajník

The present discussion examines the little-known Restoration play St. Cecily: or, The Converted Twins (printed 1666 and 1667), attributed to the Catholic actor Matthew Medbourne. Although the play was probably never staged, even its publication in print could be considered as a striking declaration of a political manifesto. When St. Cecily was written, the English Catholic minority strove for tolerance, turning for help to political elites of the country, including the King, the Parliament and various members of the court. The play itself, dedicated to the Catholic Queen consort Catherine of Braganza, clearly partakes in the then current religious polemics, fighting anti-Catholic stereotypes that were ingrained in English society. While the political goal of the piece failed, St. Cecily remains an unusual testimony to the fragile political and religious situation in England in the early 1660s, as well as an example of the blurred boundaries between popular and “serious” works in terms of their ideological function.

Seddigheh Zeynali Dastuyi, Abbas Ali Ahangar, Pakzad Yusefiyan et al.

Giving certain elements more significance than others in the same context is called prominence. This study aims at identifying and comparing markers of focal and thematic prominence in Persian general       practitioners’ books (GPBs) and Persian online medical journals (OMJs) based on Levinsohn’s model. The data were gathered from 100 texts from two written Persian GPBs and 100 texts from two Persian OMJs. SPSS software version 24 was used to evaluate the data. Results demonstrated “emphatic   markers” such as fæqæt ‘just’ were used for focal prominence much more frequently in OMJs than in GPBs. In addition, significant differences were observed between GPBs and OMJs with regard to the markers of focal prominence and prominence in general, but not with regard to markers of thematic prominence. This may be related to the twofold effect of the different discourse types and different addressees of these texts.

Sartika, Muhammad Amin

This study deals with speaking achievement of eighth semester students in English Department of one university in Nusa Tenggara Barat - Indonesia in academic year 2013/2014. The purpose of this study was to find out factors that help students succeed in learning speaking. The method of this research is qualitative research that focuses on case study. The subjects of this study were the eighth semester students who got an A in Speaking I, II and III subjects. Four students were recruited as the research subjects consisting of one female and three males. The data about the students were obtained from the academic databases in the English Department. In collecting the data, semi-structured interviews were conducted. The data, then, were analyzed through some stages namely transcribing data, reducing data, displaying data and drawing conclusion. The result of this study showed that factors contributing to students speaking achievement consist of internal and external factors. The internal factors include motivation and interests, while the external factors involve family, school condition and society.

Shankargouda Patil, Ahmed Alkahtani, Shilpa Bhandi et al.

Background: Ultrasonography is a non-invasive method of diagnosing periapical lesions while radiologic methods are more common. Periapical lesions due to endodontic infection are one of the most common causes of periapical radiolucency that need to be distinguished to help determine the course of treatment. This review aimed to examine the accuracy of ultrasound and compare it to radiographs in distinguishing these lesions in vivo. Methods: This review process followed the PRISMA guidelines. A literature search of databases (PubMed, Scopus, Embase, and Web of Science) was conducted without any restrictions on time. Articles available in English were included. The selection was done according to the inclusion and exclusion criteria. The QUADAS-2 tool was used to assess the quality of the studies. Results: The search provided a total of 87 articles, out of which, five were selected for the final review. In all the studies, ultrasound had higher accuracy in distinguishing periapical lesions. All the studies indicated a risk of bias, especially in patient selection. Conclusion: Within limitations, the study indicates that ultrasound is a better diagnostic tool to distinguish periapical lesions compared to radiographs but further studies with well-designed, rigorous protocols and low risk of bias are needed to provide stronger evidence.

Subrata Bhowmik, Anita Chaudhuri

One of the objectives of examining culture vis-à-vis additional language (L2) writing is to conceptualize an effective L2 writing pedagogy (Matsuda & Atkinson, 2008). Kaplan’s (1966) analysis of English as an additional language (EAL) texts was a pioneering endeavour in this regard, although due to ensuing controversy surrounding his claims, the desired goals of his effort were never achieved, leaving a gap in culture studies of L2 writing (Abasi, 2012; Belcher, 2014). This article reports on an investigation of student views on what instructors can do to help overcome cultural challenges L2 writers encounter in an English for academic purposes (EAP) context. Drawing on data from semi-structured interviews and questionnaire surveys, this qualitative case study examined 27 students at a Canadian university. Data analysis yielded six categories of instructor support: (a) providing explicit feedback on writing; (b) providing English text structures; (c) using exemplars; (d) creating opportunities for in-class writing and reviews; (e) explaining cultural differences between first language (L1) and L2 writing; and (f) providing more writing practice. The findings underline the importance of instructors’ roles in unpacking various cultural underpinnings in L2 writing. Also, they support the (re)conceptualization of L2 writing pedagogy that integrates empirical evidence into instruction. The implications for L2 writing instruction are discussed.

Nicola Maffulli, Hugo C. Rodriguez, Ian W. Stone et al.

Abstract Background Artificial intelligence (AI) and machine learning (ML) are interwoven into our everyday lives and have grown enormously in some major fields in medicine including cardiology and radiology. While these specialties have quickly embraced AI and ML, orthopedic surgery has been slower to do so. Fortunately, there has been a recent surge in new research emphasizing the need for a systematic review. The primary objective of this systematic review will be to provide an update on the advances of AI and ML in the field of orthopedic surgery. The secondary objectives will be to evaluate the applications of AI and ML in providing a clinical diagnosis and predicting post-operative outcomes and complications in orthopedic surgery. Methods A systematic search will be conducted in PubMed, ScienceDirect, and Google Scholar databases for articles written in English, Italian, French, Spanish, and Portuguese language articles published up to September 2020. References will be screened and assessed for eligibility by at least two independent reviewers as per PRISMA guidelines. Studies must apply to orthopedic interventions and acute and chronic orthopedic musculoskeletal injuries to be considered eligible. Studies will be excluded if they are animal studies and do not relate to orthopedic interventions or if no clinical data were produced. Gold standard processes and practices to obtain a clinical diagnosis and predict post-operative outcomes shall be compared with and without the use of ML algorithms. Any case reports and other primary studies assessing the prediction rate of post-operative outcomes or the ability to identify a diagnosis in orthopedic surgery will be included. Systematic reviews or literature reviews will be examined to identify further studies for inclusion, and the results of meta-analyses will not be included in the analysis. Discussion Our findings will evaluate the advances of AI and ML in the field of orthopedic surgery. We expect to find a large quantity of uncontrolled studies and a smaller subset of articles describing actual applications and outcomes for clinical care. Cohort studies and large randomized control trial will likely be needed. Trial registration The protocol will be registered on PROSPERO international prospective register of systematic reviews prior to commencement.

F. Blass, A. Debrunner, R. Funk

Janice Bland, Sandie Mourão

Raymond Echitchi

Abstract This article is a Critical Discourse Analysis of secessionist discourse in Catalonia in the light of a selection of speeches given by Artur Mas. This work aims at deciphering the linguistic strategies used by Mas to construct a separate Catalan identity in three of his speeches, namely his acceptance, inauguration and 2014 referendum speeches. The analysis of these speeches was carried out in the light of Ruth Wodak´s Discourse-historical Approach to Critical Discourse and yielded the identification of three sets strategies to which Artur Mas mostly resorts; singularisation and autonomisation strategies, assimilation and cohesivation strategies and finally continuation strategies.   Keywords: Catalonia, sub-state nationalism, secessionism, Critical Discourse Analysis Resumen Este artículo es un análisis del discurso secesionista en Cataluña a través de unos discursos de Artur Mas. En este trabajo, se pretende captar las estrategias lingüísticas utilizadas por Mas para construir una identidad catalana separada en tres discursos que presentó en su investidura, su presa de posesión y antes de celebrar el referéndum de 2014. El análisis de estos discursos se llevó a cabo a la luz de la aproximación histórica discursiva de Ruth Wodak y dio lugar a la identificación de tres tipos de estrategias en estos discursos: las estrategias de singularización y autonomización, las estrategias de asimilación y cohesión y las estrategias de continuidad. Palabras clave: Cataluña, nacionalimo sub-estatal, secesionismo, Análisis Crítico del Discurso

Siti Emma Rachmawaty, Nur Asik

The research discussed about teaching vocabulary through cooperative learning method. The objective of this research was to find out deeply the students’ vocabulary taught by using coopertive learning method. This research applied a quasi-experimental method consisted of two groups pre-test and post-test design. There were two variables in this research; the independent variable and dependent variable, the independent variable was teaching method, namely cooperative learning method (NHT), and dependent variable was the students’ vocabulary. The result of the data indicated that teaching vocabulary through cooperative learning method is effective to improve students vocabulary. The students were enjoy and active in learning process, they communicate actively not only with their friends but also with their teacher. Because in learning process students and teacher must work together.  Therefore, the writer suggests that teaching by using Cooperative Learning method (NHT) is effective way in teaching vocabulary.

R. Scholes

Michael Bell