Search

This study focused on the perception of the students on entrepreneurship education. Entrepreneurship education is considered an effective tool for influencing students' learning orientation and expression. This study examined the effects of entrepreneurship education and learning on the entrepreneurial implementation intentions of students at the Universities. This study employed an explanatory method. For the study, 600 questionnaires were collected from north Indian university students. Multiple regression was used for the analysis of the study. The results showed that teaching methods significantly impact entrepreneurship stimulate students' interest and enhance students' knowledge innovation for business start-ups. The findings of the analysis also revealed that practical activities are mainly based on vocational skill activities, the teaching methods should contain extensive attention to critical thinking and idea generation activities as graded mechanisms of the degree program. It was also recommended that engagement of students with entrepreneurial development initiatives provided by institutions should involve students across all degree levels. Therefore, to increase the prospect of assignation in entrepreneurial activities after graduation students should generate viable business ideas, identify market gaps, engage in business startups, and practical business plans, and engage in invention and innovations. [Note: The page range (143-156) shown on the PDF is incorrect. The correct page range is 143-155.]

The deficiency in providing quality education is a significant challenge across many developing nations. This study examines the connection between the education system and the level of socioeconomic issues in the context of Nepal. The main argument is that Nepal's gender-related issues, the training gap among its populace concerning pro-environmental behavior, lateness habits, skill deficiency among the young generation, and unstable economic growth are directly or indirectly connected to the country's education system. Nepal's school-level educational programs and teaching methods are less practical for fostering human capital and economic progress than Japanese educational programs. Based on the context of Nepal, human capital theory, and research literature pertaining to educational programs, we propose a comprehensive intervention model composed of several non-academic programs, including physical education, community cleaning, and school textiles, designed to augment Nepal's social and economic development.

This essay critiques the emphasis on detecting artificial intelligence (AI) usage in student submissions and advocates for a shift towards the meaningful integration of AI in education. Citing data from Turnitin, it highlights the significant yet understated prevalence of AI in academic work. The discussion underscores the ideological, detection, and moral challenges associated with AI in education, arguing for a reconceptualization of assessment and pedagogy to accommodate AI tools ethically and effectively. It calls for collaborative efforts to redesign curricula and assessments, ensuring educators and students are equipped to navigate the evolving educational landscape. The essay concludes by emphasizing the necessity of preparing graduates for a future in which AI plays a central role in learning and professional practice.

Augmented Reality (AR) has garnered significant attention in the field of education over the last two decades, with data indicating that it improves the effectiveness of teaching and learning in a variety of academic environments. There is, however, the absence of a framework that can guide the institution-wide adoption of AR in distance education. Distance Education (DE) has always been linked to advances in (educational) technology in terms of facilitating the transactional distance between providing institutions and learners, supporting them both synchronously and asynchronously, and providing educators with tools to improve pedagogy and resource utilisation. However, it is unclear why AR has yet to be institutionalised in distance and distributed learning environments. A scoping review was done to identify the enabling conditions for implementing AR in DE, and the results were deductively analysed. While the scoping review results did not reveal any frameworks or models that could guide the implementation of AR, it pointed out several factors to consider when adopting AR in a distance learning environment.

Educational robotics (ER) is a constructivist approach to education that promotes experiential learning through actual activities for teaching and learning science, technology, engineering, and mathematics (STEM) subjects. Empirical findings have indicated that primary school students have limited interest in learning mathematics due to the inability to rationalize real-world applications without practical application. Therefore, this study aims to determine the implications of using ER to evaluate their effect on primary school students' mathematics learning achievement, interest, and attitude. A total of 40 respondents from year five participated in this quasi-experimental study that explored the difference between using ER and PowerPoint hands-on methods as instructional approaches to complement teaching and learning. The findings indicated that ER improved mathematics learning achievement and perceived interest with a high effect size, and students also indicated a positive attitude toward using ER to aid in learning mathematics.

Engaging students in their learning depends on the teachers' pedagogical practices. The first author is a STEAM scholar and preschool educator who realized engagement is necessary for meaningful learning. For this, teachers and students must have exposure to innovative and arts-integrated pedagogy (e.g., storytelling). However, the teachers in the first author's school practiced a conventional teaching approach, such as lecture and monotonous activity-based instruction, that compelled a disengaged learning culture. Similarly, storytelling was limited to reading aloud from storybooks. Thus, this paper investigated integrating storytelling pedagogy to engage preschoolers in learning by centralizing on the research question: How do teachers integrate storytelling pedagogy to enhance meaningful learning? This study used an action research method to intervene in the current pedagogical practice with storytelling as an innovative pedagogy. The teachers and students of Upper Kindergarten were involved in practicing storytelling approaches to conceptualize content knowledge and learn meaningfully. The findings of this study revealed that storytelling as an innovative pedagogy enhances the students' engagementin theirlearning process. Similarly, it also helps to enrich students' imaginative andcreative skills, which are crucial soft skills in the 21st century. Moreover, storytelling enhances a deeper understanding of the content knowledge if the stories are developed based on the content knowledge of the curriculum. Therefore, storytelling is an innovative and arts-integrated pedagogy to foster preschoolers' knowledge and skills through engagement and motivation. This research is applicable for educators and schoolteachers to improve and innovate their teaching-learning practices for students' meaningful learning experiences.

The paper has three major objectives. The first objective of the paper is to synthesize and define common categories of meta-analysis. The second objective is to propose a way to comprehend these common categories of meta-analysis through learning from their respective generic conceptual frameworks. The third objective is to point out which R packages to use to conduct a meta-analysis for each category presented in this paper. In practice, research novices may not know where to begin to learn a topic of meta-analysis for their research. Furthermore, they may not know how the topic of meta-analysis progresses from basics to advanced. This makes it almost next to impossible to use meta-analysis in their research. Certainly, this is problematic. Thus, this paper intends to help research novices overcome this problem. To achieve this, the three objectives mentioned at the beginning were implemented. To propose a synthesis of common categories of meta-analysis along with their respective definitions, a literature review was used as a method to synthesize and define the common categories of meta-analysis presented in this paper. Here, synthesizing meta-analysis categories in one figure would make it much easier for research novices to see the breadth of the subject in question. To propose an easy way to understand the concepts of meta-analysis through learning from their respective generic conceptual frameworks, personal experience was used as a method to make that offering. Here, it is encouraged that research novices should go beyond the definitions of categories of meta-analysis. They can try to frame their research by using example conceptual frameworks presented in the paper as a starting point. To point out which R packages to use with what categories of meta-analysis, a literature review was used as a method to identify those appropriate R packages available. Here, it would be useful for research novices to know which R packages they may need for their meta-analysis research. In summary, the contributions of the paper here would make research novices see and understand the common categories of meta-analysis from the bottom to the top of the pyramid, also offers an easy way to understand the common categories of meta-analysis by illustrating how to develop conceptual frameworks for the common categories of meta-analysis, and finally recommending the R packages to be used with the categories of meta-analysis. Ultimately, we hope that research novices will be able to use meta-analysis successfully in their research.

Bichronous online learning is the intentional blending of asynchronous and synchronous online learning experiences. Twelve award-winning online instructors participated in interviews to discuss best practices they use, and benefits and challenges in bichronous online courses. When sharing best practices for bichronous online courses, online instructors explained how they combined best practices in asynchronous and synchronous online learning. Asynchronous online best practices included course design and structure, resources, and instructor presence; and synchronous online best practices focused on formats, activities, and content of synchronous sessions, and community-building. The best practices, benefits and challenges discussed in this paper have implications for instructors who currently teach in a bichronous online format or may be considering it in the future, and for instructional designers and administrators who work with faculty on offering courses in this modality. Based on the data, the intentional blending of synchronous and asynchronous components has a lot of potential to enhance students' online learning experiences.

This study aims to explore the factors influencing the readiness to adopt massive open online courses (MOOCs) for teaching among faculty members in Omani higher education by considering the influence of gender, disciplines, and personal factors such as attitude (ATT), self-efficacy (SE), technical competencies (TC), and access to tools (ACT). A quantitative survey research design was utilized to investigate the difference and relationship between gender and faculty disciplines (science vs. non-science) towards MOOC readiness (MR) and personal factors. The findings reveal no significant differences between gender in both disciplines towards perceived MOOC readiness. As for individual characteristics, while non-science disciplines indicate no differences between gender, the science discipline indicates significant differences in ATT. In terms of association, male faculty members reflected high associations between and within all personal factors and MR; however, female members did not show such association by only associating SE and TC with MR. Nevertheless, more similarities were observed between male and female faculty members in the non-science discipline, indicating a focus on technical factors. These findings contribute to understanding the difference between gender and faculty discipline when explored based on personal factors that influence the future use of MOOCS for teaching in Omani higher education.

The purpose of this project was to evaluate the Virginia Cooperative Extension internship program from the perspective of student participants and their supervisors. Three focus groups were conducted with internship supervisors from the summer of 2019. Student survey data was used to identify concerns from the student perspective to inform the supervisor focus group questions. In addition to the questions, a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis was also used to collect qualitative data within the supervisor focus groups. Findings suggest areas of strength that can be used in marketing as well as opportunities for program improvement.

The purpose of this study is to investigate the variables that affect students' academic well-being. This study found that individualized teaching, family support for learning and teacher dedication are some of the variables that have an impact on children's well-being. The study used a quantitative methodology with 57 students as the sample size. A questionnaire was used to collect the data and random sampling is used in the sampling process. Some of the data analysis methods used in PLS-SEM include path diagram models, validity tests, reliability tests, model fits, R squares and modified R squares, predictive relevance, collinearity, direct and indirect effects and hypothesis testing. The findings of the study demonstrate that well-being is significantly impacted by directly differentiated instruction that is customized to each student's needs and traits. The well-being of students is significantly impacted by parental learning support. Evaluation of the indirect effects reveals that the differentiated learning variable through teacher devotion significantly affects students' well-being. Parental support's indirect influence on the learning variable has a significant effect on children's well-being similar to how teacher dedication serves as a mediator. The research contribution to the development of literature is related to how the role of parent support in learning has led to increased teacher commitment. Effective implementation of individualized instruction and integration of parental assistance in learning into the learning process are accessible to teachers who have a strong dedication to their career. A committed teacher will create an inclusive learning environment that will ultimately realize the overall well-being of students.

University of Maryland, Baltimore CURE Connections (UMB CURE) connects West Baltimore high school students with STEM enrichment including hands-on research and community outreach. This study's purpose was to describe successes and challenges of implementing the virtual Community Health Worker curriculum during the summer programming for UMB CURE high school scholars. This certificate-based program was designed to teach students about the community health field while providing training that demonstrates competence as a community health worker. The training was implemented over two summer sessions (2020 and 2021). Scholars completed a survey to assess program satisfaction. A subset of scholars completed qualitative interviews that focused on scholars' summer program experience and recommendations for program improvement. Engagement metrics (scholar participation, retention) were compiled. Overall themes from qualitative interviews included: (1) overall summer program experience, (2) about the Morehouse curriculum, (3) advice for future scholars, (4) in-person versus virtual summer program, and (5) recommendations for the program. While the program was generally well-received, scholars required more instruction and guidance than anticipated. Many found the required assignments challenging to navigate, citing virtual instruction as a reason. Scholars also requested more hands-on synchronous STEM-focused activities. These data will be used to modify future programming to engage scholars in out-of-school-time STEM initiatives.

The cyber security education market has grownup exponentially, with a CAGR of 13.9 % as reported by Data Intelo. The report published by the World Economic Forum 2023 indicates a shortfall of 2.27 million cyber security experts in 2021 across different roles and hence manifest that Skill-based cyber security education is the need of the hour. Cybersecurity as a field has evolved as a multi-discipline, multi-stakeholder and multi-role discipline. Therefore, the need to address formal education with an outcome-based philosophy is imperative to address for a wider audience with varied past training in their formal education. With the Internet becoming an essential part of human life, providing security of data passed over the Internet is becoming increasingly crucial. Therefore, the role in the organization which is quite demanding is to have expertise in handling and configuring network security, a subdomain of cyber security as a priority area. The rapid increase in the network attack landscape is constantly demanding monitoring of network attacks as well as a need to promote collaborative R&D and education in the sphere of cyber security due to a shortage of skilled resources. Platform-based education is a potential direction to achieve the objective and address the skill gap required in cyber security. The present research proposes a comprehensive web-based platform that can be used to communicate, collaborate and practice various use cases in the domain of network intrusion detection tools using machine learning algorithms and to evaluate user experience. The proposed platform CySecLearn is a collection of various functionalities and features that ensure experiential learning, will help the learner to develop critical thinking and expertise in network security and promote digital literacy in the domain of cyber security.

Using R to conduct univariate meta-analyses is becoming common for publication. However, R can also conduct multivariate meta-analysis (MMA). However, newcomers to both R and MMA may find using R to conduct MMA daunting. Given that, R may not be easy for those unfamiliar with coding. Likewise, MMA is a topic of advanced statistics. Thus, it may be very challenging for most newcomers to conduct MMA using R. If this holds, this can be viewed as a practice gap. In other words, the practice gap is that researchers are not capable of using R to conduct MMA in practice. This is problematic. This paper alleviates this practice gap by illustrating how to use R (the metaSEM package) to conduct MMA on educational psychology data. Here, the metaSEM package is used to obtain the required MMA text outputs. However, the metaSEM package is not capable of producing the other required graphical outputs. As a result, the metafor package is also used as a complimentary to generate the required graphical outputs. Ultimately, we hope that our audience will be able to apply what they learn from this method paper to conduct MMA using R in their teaching, research, and publication.

Teaching Biology in an innovative way has always posed challenges due to its complex terminology and abstract concepts. This study explored the effects of reality pedagogy as an alternative instructional strategy on learner motivation and academic performance in learning biology at the ninth-grade level. To achieve this, a quasi-experimental research design was employed, including a pre-test/post-test assessment, biology learning motivation questionnaires, semistructured interviews, and classroom observations. Descriptive and inferential statistics were used to analyse the data. The findings of the study revealed that the implementation of reality pedagogy had a positive influence on learner motivation in learning biology. Additionally, a significant correlation was identified and observed between motivation levels and academic achievement in the subject. The implications of these findings, as well as recommendations, are also discussed in the study.

In the United States and elsewhere, risk assessment algorithms are being used to help inform criminal justice decision-makers. A common intent is to forecast an offender's "future dangerousness." Such algorithms have been correctly criticized for potential unfairness, and there is an active cottage industry trying to make repairs. In this paper, we use counterfactual reasoning to consider the prospects for improved fairness when members of a disadvantaged class are treated by a risk algorithm as if they are members of an advantaged class. We combine a machine learning classifier trained in a novel manner with an optimal transport adjustment for the relevant joint probability distributions, which together provide a constructive response to claims of bias-in-bias-out. A key distinction is made between fairness claims that are empirically testable and fairness claims that are not. We then use confusion tables and conformal prediction sets to evaluate achieved fairness for estimated risk. Our data are a random sample of 300,000 offenders at their arraignments for a large metropolitan area in the United States during which decisions to release or detain are made. We show that substantial improvement in fairness can be achieved consistently with a Pareto improvement for legally protected classes.

Higher education institutions (HEIs) have focused on branding to facilitate meaningful and productive conversations about their brand values with potential students, given the competitive global expansion environment in which HEIs operate. This study empirically explores the association between brand performance and relationship quality of HEM. The quantitative findings were evaluated by students from Indian HEIs (N = 365). For the evaluation of the data, structural equation modelling was implemented. A Regression Analysis was used to examine the Social Exchange Theory. The results of this research expose that information quantity, content sharing, and surveillance had a significant influence on relationship quality. Also, social communication, content sharing, information quantity, collaborative learning, and surveillance had a significant impact on brand performance. Future investigation should consider additional mediating aspects regarding social media users' opinions.

Research is about an individual's intellectual acumen and rationality, and inter-researcher collaboration capability magnifies the outcomes. Despite common belief, there exist fundamental asymmetries in the goals, orientations and expectations among the research collaborators. Seldom studied in-depth and empirically validated, the challenges and barriers faced by early-career researchers (ECRs) in social sciences are crucial to understand. In this study, we aim to identify, categorize and rank the order of priority of the research collaboration barriers and their sub-barriers. This analysis highlights which barrier is likely to impact the research collaboration outcome more as compared to other barriers, as seen through the pairwise comparison. We contribute to the literature on research collaborations by providing a much-needed assessment of the barriers faced by ECRs in social sciences to develop a nuanced understanding of the dynamics within collaboration research. Key barriers identified and explored in this research relate to research design, interpersonal and interprofessional relationships, team-level dynamics, spatial and temporal factors, cultural differences and institutional variables. The fuzzy AHP tool was used to prioritize and rank the barriers, check the consistency ratio and then perform the sensitivity analysis. Research design barriers emerged as the most challenging barrier to research collaborations, implying researchers place huge emphasis on the compatibility of research goals, objectives, paradigms and perspectives. The study provides insights for individuals/institutions leading and managing research collaborations into improving the collaborative dynamics in social sciences.

Questions and concerns about artificial intelligence (AI) technologies in education reached a fever pitch with the arrival of publicly accessible, user-facing generative AI systems, especially ChatGPT. Many of these issues will require regulation and collective action to address. But when it comes to generative AI and literacy, we argue that posthuman perspectives can help literacy scholars and practitioners reframe some concerns into questions that open new areas of inquiry. Agential realism in particular offers a useful perspective for exploring how generative AI matters in literacy practices, not as a unilaterally destructive force, but as a set of phenomena that intra-actively reconfigures literacy practices. As a sociocultural (and as we argue, sociotechnical) practice, literacy arises out of the entanglement of bodies, spaces, contexts, positions, histories, and technologies. Generative AI is another in a long line of technologies that reconfigures literacy practices. In this article, we briefly explain how generative AI systems work, focusing on text-based systems called Large Language Models (LLMs), and suggest ways that generative AI may reconfigure the sociocultural practice of literacy. We then offer three provocations to shift discussions about generative AI and literacy (1) from concerns about intentionality to questions of responsibility, (2) from concerns about authenticity to questions of mattering, and (3) from concerns about imitation to questions of multifarious communication. We conclude by encouraging literacy scholars and practitioners to draw inspiration from critical literacy efforts to discover what matters when it comes to generative AI and literacy.

In recent years, online education has been given more and more attention with the widespread use of the internet. The teaching procedure divides space and makes time for online learning; though teachers cannot control the learners accurately, the state of education calculates learners' learning situation. This paper explains that the discourse analysis method is utilized to examine the online teaching behavior of teachers and student behavior like class attendance, how many are active in class, and learning behavior in online education. Also, discourse analysis will optimize and enhance the classification of the text understood according to their language. After pre-processing, feature extraction was done by utilizing Term Frequency-Inverse Document Frequency, and feature selection was calculated via utilizing chi-square examination for teacher discourse like learning behavior, languages understood by students, and language types. Moreover, the machine learning-based classification technique Support Vector Machine (SVM) is considered to analyze the teacher discourse in class automatically, and results are compared with existing techniques.

Socio-emotional learning (SEL) is essential for the holistic development of a child. It is a process through which individuals acquire and effectively apply their knowledge and skills to understand and manage their own emotions, show empathy for others, establish and maintain positive relationships, and make responsible decisions. Schools function as important bodies in facilitating SEL. The present study explores the school counsellors' experiences in delivering SEL in Indian schools amidst COVID-19 pandemic. The data collected using semi-structured interviews with ten school counsellors from different cities in India indicated varied conceptual understanding of SEL among counsellors coupled with challenges due to the pandemic, and lack of resources and training on SEL delivery. The results shed light on the inevitable need for SEL and the lack of adequate focus on SEL facilitation and delivery in schools. The study additionally emphasises the need for structural and policy changes to foster positive climate and SEL within the Indian education system. The findings are pertinent for policymakers, school administrators, teachers and counsellors to deliver quality socio-emotional learning programs in schools. Hence the study calls for the need for professional training and support to school counsellor and school mental health professionals.

Automatic essay scoring (AES) is an essential educational application in natural language processing. This automated process will alleviate the burden by increasing the reliability and consistency of the assessment. With the advances in text embedding libraries and neural network models, AES systems achieved good results in terms of accuracy. However, the actual goals still need to be attained, like embedding essays into vectors with cohesion and coherence, and providing student feedback is still challenging. In this paper, we proposed coherence-based embedding of an essay into vectors using sentence-Bidirectional Encoder Representation for Transformers. We trained these vectors on Long short-term memory and bidirectional long short-term memory to capture sentence connectivity with other sentences' semantics. We used two datasets: standard ASAP Kaggle and a domain-specific dataset with almost 2500 responses from 650 students. Our model performed well on both datasets, with an average quadratic weighted kappa score of 0.76. Furthermore, we achieved good results compared to other prescribed models, and we also tested our model on adversarial responses of both datasets and observed decent outcomes.

In the modern age, we often consume content at faster than its normal speed. Prior research suggests that watching lecture videos at speeds up to 2x does not significantly affect performance, but the mechanisms by which comprehension is preserved at faster playback speeds are not fully understood. Therefore, we sought to investigate whether there is an effect of speed when the content is audio only, varies in modality (audio-only, audio-visual) and content (textual, pictorial), or is accompanied by distractions. In four experiments, we found that: (1) increasing playback speed to 2.5x speed did not impair test performance (though we still do not advise exceeding 2x speed); (2) having a visual aspect (i.e., presentation slides, instructor images) to learning can be advantageous, especially when processing information at faster speeds; (3) there was a small benefit of receiving textual over pictorial presentations, and the effect did not vary by speed; (4) computer-based distractions (i.e., phone calls, text messages, email notifications) did not impact performance at 1x or 2x speed. Hence, students are more adept at learning at faster speeds than conventional wisdom would suggest, even with distractions present, demonstrating intact comprehension at double the natural speed of to-be-learned material. Furthermore, multimedia presentations can help mitigate the negative costs of accelerated speeds, especially when information is processed by separate working memory components (i.e., narration in the auditory channel, text or pictures in the visual channel), which reduces cognitive load.

Location of schools is one of the most important factors for encouraging active school transportation. The study identifies a gap that children lose a considerable amount of time in their school trips. The reason behind this is also identified: the ignorance of the population's preferences while planning for this infrastructure. Location of schools in Kharagpur city is evaluated in Geographic Information System (GIS) environment. Global Moran's I test and hot spot cluster analysis provided the existing spatial distribution of schools. Desire line maps are prepared to note the distances children are traveling for schools. Parents' preference patterns are comprehended in the SERVQUAL framework. Cluster analysis is performed to identify the different categories of parents with respect to their preference patterns. These categories are profiled with their demographic characteristics using logit model. Next, multinomial logit model is used to ascertain the type of schools selected by the parents of each identified category. The framework developed to assess the expectations and perceptions of parents from schools will help the school providers understand the satisfaction level of their users. Schools of different categories will be able to customize their serviceability. If preference is included in the location planning of schools, it will encourage children for active school transportation.

Background and Aims: Upper abdominal surgeries are associated with severe postoperative pain. External oblique intercostal (EOI) block blocks both anterior and lateral cutaneous branches of intercostal nerves. We compared the postoperative analgesic efficacy of unilateral EOI block with conventional unilateral subcostal transversus abdominis plane (TAP) block. Methods: Fifty American Society of Anesthesiologists (ASA) I/II patients scheduled for upper abdominal surgery via subcostal incision were randomly assigned to receive either EOI block (Group E) or subcostal TAP block (Group T) with 25 mL of 0.2% ropivacaine. Postoperatively, these patients received intravenous (IV) fentanyl through a patient-controlled analgesia (PCA) pump with settings of demand-only mode. The primary outcome was the time to activation of PCA postoperatively. Secondary outcomes were 24-hour opioid consumption, pain scores (at 30 minutes and at 1, 2, 4, 6, 12, and 24 hours), patient satisfaction scores (48 hours), and block-related complications. Unpaired t-test and Mann-Whitney U test were used for analysis. A P value less than 0.05 was considered to be statistically significant. Results: Patients in Group E had an increased mean time of activation of PCA [610.28 [standard deviation (SD): 118.95)] minutes vs 409.68 (SD: 101.36) minutes] (P = 0.001). The 24-hour postoperative mean fentanyl consumption was 102.40 (SD: 25.70) μg in Group E versus 123.20 (SD: 34.38) μg in Group T (P = 0.019). Patients in Group E had better satisfaction scores (P < 0.001). Pain scores were better at 30 minutes and 6 hours. Conclusion: EOI block provides effective postoperative analgesia in upper abdominal surgeries as it prolongs the duration of PCA activation with a better patient satisfaction score. Keywords: Abdominal surgery, external oblique intercostal block, fentanyl, patient-controlled analgesia, patient satisfaction, postoperative pain, subcostal transversus abdominis plane block, Author(s): Shruti Shrey [1]; Chandni Sinha [1]; Abhyuday Kumar [1]; Ajeet Kumar (corresponding author) [1]; Amarjeet Kumar [1]; Sreehari Nambiar [1] INTRODUCTION Upper abdominal incisions cause severe intraoperative and postoperative [...]