The Effect of Using E-Mental Schemata Strategy on Improving EFL Students’ Reading Comprehension Sub Skills

This study examines the potential effect of E-mind mapping on the development of reading comprehension sub-skills among seventh-grade students in Jordan. To achieve the aim, a quasi-experimental pretest-posttest design was used. The experimental group consisted of 25 students who were taught reading texts by using electronic mind maps, and the control group consisting of 25 students was taught by following the teacher’s guidebook. A pre-post reading comprehension test was developed. The results revealed significant differences in favor of the experimental group. Students in the E-mind mapping group outperformed the control group in their overall reading comprehension as well as in the reading comprehension sub-skills. Identifying the critical idea is the most developed sub-skill, and the least developed sub-skill was identifying cause and effect sub-skill. Keywords: Reading Comprehension, Reading Comprehension Sub-Skills, E-Mind Mapping, EFL

Progress in Clinical Neurosciences, Cognitive Neurosciences, Clinical Psychology, Neurotechnology and Brain Mapping in Malaysia

Last year, there was an increase in the amount of manpower in Malaysia, especially in terms of the numbers of neurosurgeons, cognitive neuroscientists and clinical psychologists. One way to increase the number of cognitive neurotechnologists in the country in 2021 is to allow neuroscientists to register as neurotechnologists with the Malaysian Board of Technologists (MBOT). The Malaysian Brain Mapping project has risen from its humble beginnings as an initiative of the Universiti Sains Malaysia Brain Mapping Group in 2017. There is currently a proposal for its entry into the national arena via the Precision Medicine Initiative with the Academy Science Malaysia, the Ministry of Science, Technology and Innovation, Ministry of Higher Education and Ministry of Health. The current Malaysian Government’s Science, Technology, Innovation and Economy (STIE) plan was launched in 2020, leading to the establishment of neurotechnology as one of 10 STIE drivers.

Ultra-high Density Atrio-Ventricular Dual Chamber Mapping, as a Next Generation Tool for the Ablation of Accessory Pathways

Introduction Detail 3D mapping have been useful for effective radiofrequency catheter ablation. Rhythmia system can create the atrio-ventricular dual chamber mapping, which reveals the atrial and ventricular potentials all at once in the same map. The aim of this study was to investigate the utility of Rhythmia system for catheter ablation of accessory pathways (AP). Methods From July 2015 to August 2020, 111 patients underwent ablation of APs. The dual chamber mappings were created in 50 patients [median age 15 (10-54), 32 male(64.0%)], while 61 patients underwent the radiofrequency (RF) ablations with conventional single chamber 3D mappings. The background characteristics and procedure details were compared between the dual chamber mapping group and conventional single chamber mapping group. Results The number of RF application [1 (1-3) vs 3 (1-6), p=0.0023], RF time [9.2 (2.0-95.7) vs 95.6 (4.1-248.7), p=0.0023], RF energy [248.4 (58.7-3328.2) vs 2867.6 (134.2-7728.4), p=0.0115] were significantly lower in dual chamber group. Fluoroscopy time [19.9 (14.2-26.1) vs 26.5 (17.7-43.4), p=0.0025], and fluoroscopy dose [52.5 (31.3-146.0) vs 119.0 (43.7-213.5), p=0.0249] were also significantly lower than in single chamber mapping group. Conclusion The dual chamber mappings were useful for effective ablation with reducing the radiation exposure.

Basarab loop and the generators of its total multiplication group

A loop (Q; ·) is called a Basarab loop if the identities: (x · yxρ)(xz) = x · yz and (yx) · (xλz · x) = yz · x hold. It was shown that the left, right and middle nuclei of the Basarab loop coincide, and the nucleus of a Basarab loop is the set of elements x whose middle inner mapping Tx are automorphisms. The generators of the inner mapping group of a Basarab loop were refined in terms of one of the generators of the total inner mapping group of a Basarab loop. Necessary and su_cient condition(s) in terms of the inner mapping group (associators) for a loop to be a Basarab loop were established. It was discovered that in a Basarab loop: the mapping x ↦ Tx is an endomorphism if and only if the left (right) inner mapping is a left (right) regular mapping. It was established that a Basarab loop is a left and right automorphic loop and that the left and right inner mappings belong to its middle inner mapping group. A Basarab loop was shown to be an automorphic loop (A-loop) if and only if it is a middle automorphic loop (middle A-loop). Some interesting relations involving the generators of the total multiplication group and total inner mapping group of a Basarab loop were derived, and based on these, the generators of the total inner mapping group of a Basarab loop were finetuned. A Basarab loop was shown to be a totally automorphic loop (TA-loop) if and only if it is a commutative and exible loop. These aforementioned results were used to give a partial answer to a 2013 question and an ostensible solution to a 2015 problem in the case of Basarab loop.

Basarab loop and the generators of its total multiplication group

A loop (Q; ·) is called a Basarab loop if the identities: (x · yxρ)(xz) = x · yz and (yx) · (xλz · x) = yz · x hold. It was shown that the left, right and middle nuclei of the Basarab loop coincide, and the nucleus of a Basarab loop is the set of elements x whose middle inner mapping Tx are automorphisms. The generators of the inner mapping group of a Basarab loop were refined in terms of one of the generators of the total inner mapping group of a Basarab loop. Necessary and su_cient condition(s) in terms of the inner mapping group (associators) for a loop to be a Basarab loop were established. It was discovered that in a Basarab loop: the mapping x ↦ Tx is an endomorphism if and only if the left (right) inner mapping is a left (right) regular mapping. It was established that a Basarab loop is a left and right automorphic loop and that the left and right inner mappings belong to its middle inner mapping group. A Basarab loop was shown to be an automorphic loop (A-loop) if and only if it is a middle automorphic loop (middle A-loop). Some interesting relations involving the generators of the total multiplication group and total inner mapping group of a Basarab loop were derived, and based on these, the generators of the total inner mapping group of a Basarab loop were finetuned. A Basarab loop was shown to be a totally automorphic loop (TA-loop) if and only if it is a commutative and exible loop. These aforementioned results were used to give a partial answer to a 2013 question and an ostensible solution to a 2015 problem in the case of Basarab loop

A study to assess the effectiveness of mind mapping technique vs lecture method regarding psychological test on knowledge among nursing students at St. James College of Nursing, Chalakudy

Background: Mind maps are highly effective visual aids that enable students to group together different ideas and enable teachers to present ideas visually and assess their students’ conceptual development and understanding. The present study was to assess effectiveness of mind mapping technique vs lecture method regarding psychological test on knowledge among nursing students at St. James College of Nursing Chalakudy. The study included 50 first year B.Sc. nursing students, 25 in lecture group and 25 in mind mapping group. Materials and methods: A Quasi-experimental non randomized control group design was adopted and nonprobability convenient sampling technique was used to select the samples. Structured teaching programme regarding psychological test was administered on both group and knowledge level of the students was evaluated immediately after the teaching (‘0 day’) and 7th day to assess the retention of knowledge. Data collected by using structured questionnaire and analysed by using descriptive and inferential statistics. Results:The study revealed that the mean post test knowledge score of students on ’0’day in mind mapping group is (13.52) higher than the lecture group (9). The calculated t value (7.66) is higher than the table value (6.06) at 0.05 level of significance. The mean of the post test knowledge of students on 7th day by using mind map score is 13.32, it is higher than mean of the lecture method knowledge score (8.80). The calculated t value is (7.92) is greater than the table value (2.60) at 0.05 level of significance. Conclusion: There for it can be concluded that the mind mapping teaching method is very effective than lecture method among the nursing student on psychological test. The study shows that mind mapping technique help the student to learn, recall, organize and make information meaningful. So they can perform and get good result in examination by using mind mapping technique.

Building a Grounded Theory of Engagement in Mindfulness-Based Group Therapy for Distressing Voices

Mindfulness-based group therapy shows promise as a treatment for distressing voice hearing. However, fostering engagement in groups can be challenging, and no theory of engagement in group therapy for distressing voices exists to guide practice or research. This study employed Grounded Theory Method to build a theory of engagement in mindfulness-based groups for distressing voices. Ten service-users and three therapists were interviewed about their experiences of such groups. The model that emerged involves a recursive process of investing in change and continually evaluating its usefulness and safety. Barriers to engagement were often overcome, but sometimes compromised perceived safety, leading to dropout. For others, group participation led to rewards, some of which were integrated beyond group termination. Group engagement can be encouraged by establishing universality around voice hearing early, reducing uncertainty, sharing difficulties with mindfulness practices, and mapping group progress to create a cohering sense of collaboration on therapy tasks.

Scaffolding Reading Comprehension for Competent Readers

Scaffolding has been shown to facilitate students’ text comprehension and task performance. Yet less is known about the necessity of scaffolding for competent students reading unfamiliar content. To explore that question, we investigated the effects of two knowledge scaffolding techniques (i.e., mobilization and concept mapping) versus control on undergraduates’ comprehension overall and by question type. The 118 undergraduates were randomly assigned to a condition and read a text about cellular biology. Results indicated a significant effect of scaffolding on students’ comprehension after controlling for prior knowledge. Follow-up analyses for overall comprehension demonstrated that the concept mapping group outperformed the mobilization and control groups, and the mobilization group outperformed the control group. These results suggest that competent readers benefit from scaffolding when reading unfamiliar content.