BackgroundSelenium is one of the trace minerals whose deficiency is known to lead to complications of female reproduction. The identified gaps in researches regarding selenium and pregnancy include optimizing the dosage of selenium supplementation, timing of supplementation, finding the best form and type of selenium, and selenium administration combined with other antioxidants. Hence, this study was conceptualized to address one of the identified gaps, that is, to find out the best timing of selenium administration around the time of pregnancy. Specifically, this study aimed to assess the effects of maternal Selenium-supplementation, administered at various stages of periconception period, on murine blastocyst morphology, percent occurrence of good quality blastocysts, and implantation status.MethodsICR female mice were randomly assigned into the unsupplemented group (Group I) receiving basal diet without selenium, and treatment groups given with 3.0 μg selenium-supplement per day during pregestation only (Group II), pregestation-throughout-gestation (Group III) and gestation only (Group IV). Both blastocyst morphology and implantation status were assessed.ResultsThe morphometric measurements of blastocysts appeared to be unaffected by selenium-supplementation at different stages of periconception. Selenium-supplementation at pregestation only (Group II) and gestation only (Group IV) produced higher percent occurrence of good quality blastocysts and lower percent pre-implantation loss than Group III. Among all the treatment groups, Group III (Selenium-supplementation during pregestation-to-gestation) yielded the lowest quality blastocysts and highest percent pre-implantation loss.ConclusionMaternal selenium-supplementation during pregestation and gestation stages of the periconception period yielded a high percent occurrence of good quality blastocysts and pre-implantation success.
This research study assessed the effects of research-based learning (RBL) on the metacognitive awareness of senior high school (SHS) students, specifically metacognitive knowledge and metacognitive regulation, and the correlation between their subcomponents. Fifty-six (56) Grade 12 students who have taken research subjects were obtained as respondents using purposive sampling. The respondents answered a 52-item metacognitive awareness inventory (MAI) with 17 items on metacognitive knowledge and 35 items on metacognitive regulation. Findings show that RBL developed a high level of conditional, procedural, and declarative knowledge among SHS students. The learning approach also developed a very high level of debugging strategies, and a high level of planning, information management system, evaluation, and comprehension monitoring. Furthermore, there is a weak or a moderately significant positive correlation between some subcomponents of metacognitive knowledge and metacognitive regulation as the effect of RBL. In conclusion, RBL has a considerable impact on the metacognitive awareness subcomponents of Grade 12 students.Corresponding author:Mark Anthony Catedral MamonDOI: 10.24071/ijiet.2020.040210
Introduction. The polyetiology and diversity of clinical manifestations of acute intestinal infections determine the difficulties of the differential diagnosis with acute surgical pathology of the abdominal organs.This study aims to elucidate the causes of the erroneous diagnosis of surgical pathology of the abdominal organs which have symptoms similar to acute intestinal infections.Materials and methods. The paper presents an analysis of 2940 medical records of patients hospitalised in the intestinal infections department of the Infectious Diseases Hospital No. 4 of Ufa with suspected acute intestinal infections. Among these in 42 patients following the clinical and laboratory examinations, the nature of the disease was established as a disorder requiring surgical treatment, and they were transferred — urgently, more often than not — to appropriate hospitals.Results and discussion. The authors identified the earliest and most informative clinical, anamnestic and laboratory parameters aimed at making a timely differential diagnosis of acute intestinal infections with a variety of surgical pathology of the abdominal organs, primarily with acute appendicitis, intestinal tumours, somatic diseases of the gastrointestinal tract, haemorrhagic fever with renal syndrome and myocardial infarction.Conclusion. When a non-infectious disease was diagnosed the authors carefully examined the results of general clinical tests, fecal panel, results of bacteriological and enzyme-linked immunosorbent assays of feces and vomit for pathogenic and opportunistic enterobacteria, rotaviruses, ultrasound and X-ray images of the abdominal organs.
This study assessed the effectiveness of using problem-based learning (PBL) approach in senior high school on hazard identification and assessment in the community. This action research applied PBL approach to a Grade 11 class taking up Earth and Life Science Subject at a Senior High School in Las Piñas City. Fifty-six (56) grade 11 students served as the participants. The teacher-researcher applied the PBL approach procedure in teaching selected DRR learning competencies, and required the students to submit group narrative and documentation reports containing their identified and assessed hazards, including their proposed feasible solutions. The teacher-researcher applied document analysis or systematic evaluation to these outputs to understand and gain insights on the learning of the students. Findings show that students were able to explain the concepts and principles of hazards, and they were able to identify and assess community hazards, specifically geological, water and climatic, environmental and biological, and accident-related hazards. Through PBL approach, the students were also able to propose feasible solutions that can be implemented in the community. Thus, PBL approach is relevant for the students to understand the basic concepts of hazards, and is proven effective to learn hazard identification and solving problems. This study proposes the quantitative assessment of learning outcomes in DRR competencies of students using PBL, and the teacher’s standpoint and evaluation on using this pedagogical approach.
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