Advances in thromboprophylaxis in trauma patients, based on current guidelines and research
Wojciech GrodzickiPiotr FlisPrzemysław SławińskiPiotr PiechPaweł PolakPiotr WalusDawid MerkielMałgorzata NeściorPaweł Obierzyński
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1. Bĕlohlávek J, Dytrych V, Linhart A. Pulmonary embolism, part I: Epidemiology, risk factors and risk stratification, pathophysiology, clinical presentation, diagnosis and nonthrombotic pulmonary embolism. Exp Clin Cardiol. 2013; 18(2): 129–38. Google ScholarKeywords:
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Presentation (obstetrics)
This chapter explores presentation skills relevant to business and management students, covering presentation design, presentation delivery, and building confidence in giving presentations. Presentation design covers areas from thinking about the purpose of the presentation to ways of designing slides for maximum impact. Presentation delivery focuses on personal performance in terms of practice, voice techniques, and body language. The final aspect, building confidence in giving presentations, is more psychological in nature; it shows how a student can influence their confidence through how he or she thinks and behaves.
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Despite all the advances on acute pulmonary embolism risk stratification, a grey area still justifies ongoing debate. Although growing scientific evidence has clarified the extremes of pulmonary embolism risk continuum and has given support to every day's clinical practice decisions, on who may be sent home or needs promptly aggressive measures, the intermediate-risk pulmonary embolism patients are still a challenging group. Moreover, recent studies reported most interesting findings, exposing weaknesses of traditional markers of pulmonary embolism prognosis (e.g. right-ventricular dysfunction), and shed some light on how we can potentially overcome the difficulties of risk assessment in these cases. Our intention is to briefly discuss the recent developments in pulmonary embolism risk stratification, aiming at clarifying their usefulness in current pulmonary embolism management.
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Presentation is very necessary part of organisation. One should be very careful to make presentation. Always keeps some points to make effective presentation like data collection, accuracy in speech, chronological order of content, use of Multimedia tools. Through an effective presentation it can be convey an aim and objectives. The presentation ideas should be well adapted to your audience. Relate your presentation message/idea to the interests of the audience. It has been creating overall image of organisation.
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This chapter provides guidance on producing a persuasive presentation. It provides answers to the following questions: Is it always necessary to prepare for a moot presentation? What form should a presentation take? When is a submission outside the ground of appeal? How long should the presentation be? How should submissions be presented logically? How should one prepare for a moot presentation? Should the speech be written out? Should it be read out or should it be learnt by heart?
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This research is aimed to know how the students make the presentation in the classroom. This research wants to explore the students‟ difficulties in presenting the material. The research was conducted at Unswagati Cirebon toward fifth semester of A and B class. This research uses descriptive qualitative approach and use observation, and questionnaire as instruments in collecting data. Then the result of this research is presented descriptively. The findings of this research show that most of the students give good criteria in make presentation in the classroom, they can deliver the presentation well. The difficulties that faced by the student when presenting the material consist of: the students bring note when they presenting the material, they often fidgeting, jiggling or swaying when they deliver the presentation, the student stiff when deliver the presentation and it makes presentation tedious, and they end the presentation with an inspiration deficit.
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Please note the correction to Fig 2, risk stratification of non-high risk pulmonary embolism (based on European Society of Cardiology 2014 guidelines), the low risk arm is for 'PESI class I–II or sPESI = 0'. ![Fig 2.][1] Fig 2. Risk stratification of non-high risk pulmonary embolism (
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An effect of presentation on improving levels of understanding is discussed and reported. In order to improve understanding levels of students, traditional lectures and experimets are not sufficient. We consider that a learned knowledge will be refined through presentation to other person. The understanding levels will be also improved through discussing with listener of the presentation. We assigned our students a presentation task at open campus. They presented about Fleming’ s left hand rule to guests. In this paper, it is evaluated that the understanding levels of students is improved through presentation.
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Presentation is widely used in Sino-Australia marketing teaching,which is an effective method for students' comprehensive ability.The paper aims to combine the teaching theory with practice,through the discussion of the theory basis of Presentation,the application of Presentation in teaching,and the various functions of presentation,promote the further study of Presentation,thus to perfect higher Sino-Australia Teaching.
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