Vol 5, No 1

Table of Contents

Articles

A Severe Asphyxiated Newborn: A Case Report PDF
Atiye Fedakar, Zakir Sakcı
Perinatal asphyxia is still a major cause of mortality and morbidity despite significant improvements in neonatal intensive care. The incidence of perinatal asphyxia is 6/1000 in term infants, and it is the third leading cause of death after prematurity and sepsis. Perinatal asphyxia is an important cause of permanent damage to the central nervous system which may result in cerebral palsy and developmental disability later on. It can also affect renal, gastrointestinal, and hepatic systems and may cause severe non-reversible sequelae. Therefore, management of asphyxic newborns, appropriate resuscitation, and planning of follow-up and treatment by an experienced team are helpful to reduce mortality and morbidity. Herein, we report a severe asphyxiated newborn in the light of literature review.

Comparative Study between Computer Simulated and Hands-on Physics11 (Electricity and Magnetism) Experiments PDF
Rosemarie W. Ceniza, Maristel B. Cornez, Billbryan N. Lagbas, Luigi P. Orinay, Shaira Marie N. Tayo, Van Ryan Kristopher R. Galarpe

A major research domain in physics education is focused on studying the effects of various types of teaching interventions aiming to help student’s alternative conception transformation. The purpose of this study was to compare the changes of conceptual understanding of Physics 11 (electricity and magnetism) laboratory in Computer simulated laboratory application (CSL) and Hands-on laboratory application (HLE) in the University of Science and Technology of Southern Philippines (USTP), formerly Mindanao University of Science and Technology (MUST). In this study, a total of 194 students were randomly selected. Two parameters were set for this study: (1) gender of the respondent; and (2) college the respondents were enrolled. The result presented that CSL with 54% was the most preferred applications as alternative instructional tool in understanding the concepts of physics. Sparingly, about 46% of the surveyed respondents favored HLE. However, no apparent differences appeared with respect to the questions on the conceptual understanding learning objectives. Overall, there was no significant difference between CSL and HLE regardless of the gender ( p=0.81, p=0.90, and p=0.90).



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