Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)  

This study aimed to 1) determine the prevalence and contents of vaccine hesitancy among pregnant women during the coronavirus disease 2019 (COVID-19) pandemic and 2) evaluate its association with maternal sociodemographic factors. A cross-sectional survey was conducted between August and December 2020 among pregnant women between 28 and 32 weeks of gestation who received antenatal care at four clinics and hospitals in Niigata City, Japan. Vaccine hesitancy was assessed using the Parent Attitudes about Childhood Vaccines survey, and associations between vaccine hesitancy and sociodemographic factors were analyzed. In total, 113/200 (56.5%) subjects responded to the survey. Overall, 46/113 (40.7%) pregnant women were resistant or hesitant to receive the vaccine. Women with vaccine hesitancy were more likely to fear adverse reactions (concern 79.6%, not concerned 15.9%, and not sure 4.4%), safety (concerned 69.0%, not concerned 23.9%, and not sure 7.1%), and efficacy (concerned 47.8%, not concerned 35.4%, and not sure 16.8%) compared to those without vaccine hesitancy (P < .01, < .01, and <.01, respectively). In the multivariate logistic regression analyses, primipara women had higher rates of vaccine hesitancy than multipara pregnant women (odds ratio: 2.38, P = .04). In conclusion, the prevalence of vaccine hesitancy among pregnant Japanese women, especially primipara women, was higher than that in other countries during the COVID-19 pandemic. Their major concerns were adverse reactions, safety, and the efficacy of childhood vaccines. Further strategies are needed to provide appropriate vaccine information to prevent vaccine-preventable diseases in both infants and children.

DOI： 10.1080/21645515.2022.2064686

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Language：English   Publishing type：Research paper (scientific journal)  

BACKGROUND: Polymerase chain reaction (PCR) is highly sensitive and is thus the standard method for diagnosing pertussis. Real-time PCR is widely used because of its accuracy and the simplicity of the simultaneous cycle threshold (Ct) value, which represents the copy numbers of the target gene. Little is known of the association of Ct value with pertussis severity in neonates and infants. METHODS: This study determined Ct values in neonates and infants diagnosed with pertussis by real-time PCR using nasopharyngeal samples at Vietnam National Children's Hospital in Hanoi in 2017 and 2019. The association of disease severity and clinical parameters were analyzed using univariate and multivariate analyses. RESULTS: We evaluated 108 patients with pertussis [median age: 63 days, interquartile range (IQR): 41-92 days]. Only 6/108 (6%) received at least 1 dose of a pertussis-containing vaccine. Among them, 24 (22.2%) had severe disease requiring care in a pediatric intensive care unit, 16 (13.8%) required mechanical ventilation, and 3 (2.6%) died. The median Ct value was lower in patients with severe disease (19.0, IQR: 16.5-22.0, n = 24) than in those without severe disease (25.5, IQR: 20.0-30.0, n = 84) (P = 0.002). Logistic regression analyses demonstrated that PCR Ct value [odds ratio (OR): 1.783, 95% confidence interval (CI): 1.013-3.138, P = 0.045], age (OR: 3.118, 95% CI: 1.643-5.920, P = 0.001), and white blood cell counts (OR: 0.446, 95% CI: 0.261-0.763, P = 0.003) remained significantly associated with severe disease. CONCLUSIONS: Real-time PCR Ct values for pertussis might be useful as a predictor of severe disease in neonates and infants.

DOI： 10.1097/INF.0000000000003471

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Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)  

BACKGROUND: The first Accelerated Bachelor of Science in Nursing (ABSN) program with a two-year educational period in Japan was developed in a nursing university in Tokyo in 2017 (i.e., 2017-ABSN two-year program or designated as program 1) for individuals aiming to pursue nursing as a second career. It replaced program 2, the second-year bachelor's degree transfer program which is a three-year program implemented from 1997 to 2016. The original and currently on-going four-year undergraduate Bachelor of Science in Nursing (BSN) is designated as program 3. OBJECTIVE: To evaluate the 2017-ABSN two-year program from learners' perspective. METHODS: We used a case-control study design. As cases, the subjects were third-year bachelor's degree transfer students of program 1 at the nursing university in Tokyo. As controls, second-year bachelor's degree transfer students of program 2 and four-year undergraduate students of program 3 in the same university were given a questionnaire when they graduated. The survey items were grouped into five scales: (1) The education you are receiving, (2) Studying nursing, (3) Stress level, (4) The highest score on the national nursing examination practice test, and (5) The vocational commitment. The mean score of each item was calculated and comparisons were conducted using the Mann Whitney test. RESULTS: Responses from 77 students (program 1), 23 students (program 2), and 133 students (program 3) were analyzed. The program 1 students had a significantly lower mean score on (1) The education you are receiving item "There is time for preparation and review" (p = 0.01). The program 1 students had a significantly lower score on (2) The studying nursing item "I can get the job (role) I want" (p = 0.01). The program 1 students had a significantly higher score on (4) The best score in the national nursing examination practice test (p = 0.01). CONCLUSION: Shortening the academic period to two years in program 1 had no effect on the knowledge base of the students. However, the program 1 students had a significantly lower score in their identity as a nurse. It is often difficult to acquire a new nursing culture in a short period from a previous culture that has already been mastered. Educators need to fully understand the characteristics of learners and provide them with individualized and professional guidance to further improve their skills.

DOI： 10.1016/j.nedt.2022.105275

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Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)  

BACKGROUND: Because of the overabundance of vaccination information on the internet, in the media, and on social media, providing clear and correct information on immunization is critical for parental decision-making. In 2018, the Japan Pediatric Society created and distributed a Vaccine Information Statement (VIS) to provide appropriate immunization information to caregivers. The objectives of the present study were to evaluate the effect of the VIS on immunization rates, adherence to schedule, and parental understanding of immunization in Japan. METHODS: This cross-sectional study was conducted at 18 centers in 2 prefectures in Japan. Caregivers were assigned to an intervention group, which received the VIS and a questionnaire when their child reached the age of 1 month, and a control group, which received only the questionnaire. Using the self-reported questionnaires, we evaluated vaccination rates and schedule adherence at age 2 months, and parental knowledge, attitudes, and beliefs regarding immunization. Three months later, the questionnaires were returned, and the findings were compared between the 2 groups. RESULTS: We contacted 422 and 428 persons in the intervention and control groups, respectively, and 111/422 (26.3%) and 119/428 (27.8%) returned the surveys. Vaccination rates and adherence rates for the first dose of 4 recommended vaccines did not differ significantly (P > 0.25); however, there were some positive effects on items related to vaccine knowledge (P = 0.03), perceived benefits (P = 0.02), perceived barriers (P < 0.001), and perceived behavioral control (P = 0.01). CONCLUSION: The VIS improved parent comprehension of infant immunization. Future studies should examine if the effects of such an intervention persist and affect vaccine uptake throughout childhood.

DOI： 10.1016/j.vaccine.2020.10.049

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Language：English   Publishing type：Research paper (scientific journal)  

Objectives: This study aimed to qualitatively analyze the experiences and perceptions of students at a nursing college in Japan who studied abroad in Asia and North America, thereby identifying the full range of benefits of study abroad programs for Japanese nursing students. Methods: We conducted a qualitative analysis of the reflection papers and free-response questionnaire items completed by 50 Japanese undergraduate nursing students who participated in 9 study abroad programs in Asia and North America. Content analysis of the data proceeded from typological and deductive to data-driven and inductive, recursively and collaboratively. Results: The results reveal perceived benefits in the areas of English language proficiency and motivation; knowledge of nursing practices, healthcare systems, and global health; cultural awareness and sensitivity; and various types of identity development (second-language motivation and identity, national/ethnic identity, professional identity, identity as a global citizen, and personal growth). It was also shown that students' perceptions of what they learned or gained varied according to the specific characteristics of each study abroad program. Conclusions: Study abroad experiences are often critical turning points that enhance nursing students' identity formation in the context of multiple and overlapping communities of practice. They also enhance core elements of the educational mission of a nursing college, particularly relating to liberal arts and internationalization. These findings can inform the development of assessment tools to be used in conjunction with study abroad programs at nursing colleges.

DOI： 10.5116/ijme.5e47.cf1b

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Language：Japanese   Publisher：聖路加国際大学  

聖路加国際大学は、平成29年度より3年次学士編入制度を開始した。国内初の取り組みである本制度は、平成30年度、開始2年目に入った。速い速度と過密なスケジュールの中、学生個々における学習状況は多様化した。看護の文化に晒されている期間が短いことを考慮し、どのように彼らの看護職としてのアイデンティティを成熟させていくか、また、学生の年齢、以前の学習・職業経験等を加味し、通り一遍の対応でない個々の学習ペースに合わせた柔軟な支援が必要である。また、入学年度にも関わらず、卒業前年度として同時に就職・進学活動を実施した。学習との両立が求められ、進路の選択に迷いが生じることがあった。学生自身が生活や特性等を加味して就職先を選択できるよう、幅広い情報提供と看護に活かせる強みを再確認できるよう助言する必要がある。本稿では、開始後の報告第一報に続き、初年度入学者の1年目後期から2年目前期の1年間の実際と課題について報告する。(著者抄録)

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Other Link： https://search.jamas.or.jp/index.php?module=Default&action=Link&pub_year=2019&ichushi_jid=J06560&link_issn=&doc_id=20190405530011&doc_link_id=1900406&url=https%3A%2F%2Fkango-sakuin.nurse.or.jp%2Fnid%2F1900406&type=%8D%C5%90V%8A%C5%8C%EC%8D%F5%88%F8Web&icon=https%3A%2F%2Fjk04.jamas.or.jp%2Ficon%2F00014_1.gif

Authorship：Lead author   Language：Japanese   Publisher：(株)医学書院  

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Other Link： https://search.jamas.or.jp/index.php?module=Default&action=Link&pub_year=2018&ichushi_jid=J00269&link_issn=&doc_id=20180925030013&doc_link_id=10.11477%2Fmf.1663201102&url=https%3A%2F%2Fdoi.org%2F10.11477%2Fmf.1663201102&type=%88%E3%8F%91.jp_%83I%81%5B%83%8B%83A%83N%83Z%83X&icon=https%3A%2F%2Fjk04.jamas.or.jp%2Ficon%2F00024_2.gif

Language：Japanese   Publisher：聖路加国際大学  

平成29年度より,聖路加国際大学は,看護学以外の学士号を取得した者を対象とした3年次学士編入制度を開始した。これは全国で初めての取り組みである。特別編成を用いたカリキュラムを実施しているため,講義・演習・実習が統合されているのが特徴であり,短期間での学習が可能となっている。また,そのようなカリキュラムを始動させるにあたって,専任の教員を配置しており,主に学士編入生の学修環境支援を担うことを目的とした業務を実施している。初年度は定員の30名が入学した。学習態度の特徴として,(1)学習意欲および目標達成への意欲が高いこと,(2)社会的スキル(コミュニケーション能力等)および(3)批判的思考(観察力,洞察力,課題解決能力)に長けていることが挙げられる。本稿では,開始年度である平成29年度前期の5ヵ月間(4-8月)における授業内容,学修状況および環境,専任助教の業務および役割について,その実際と今後の課題について報告する。(著者抄録)

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Other Link： https://search.jamas.or.jp/index.php?module=Default&action=Link&pub_year=2018&ichushi_jid=J06560&link_issn=&doc_id=20180404450005&doc_link_id=1800554&url=https%3A%2F%2Fkango-sakuin.nurse.or.jp%2Fnid%2F1800554&type=%8D%C5%90V%8A%C5%8C%EC%8D%F5%88%F8Web&icon=https%3A%2F%2Fjk04.jamas.or.jp%2Ficon%2F00014_1.gif

Language：Japanese   Publisher：聖路加国際大学  

聖路加国際大学看護学部では,2017年度より学士号取得者が受験でき,2年間で国家試験受験資格を取得するコースを開始した。2年間で効果的・効率的に学習できるよう形態機能学,形態機能学演習,ヘルスアセスメント方法論の科目を統合し,一つの科目(統合科目1)として教授した。統合授業例として,「日常生活行動 食べる」では事例を用いて,食べるの日常生活行動を営むには,どのようなからだの構造と機能が必要か,それが正常に機能していることを確認するには,どのようなアセスメントの視点と技術が必要かをグループで検討し,模擬患者に実践する方法をとった。最終授業では,既習の「日常生活行動 トイレに行く,眠る,動くなど」の全てが統合できるよう複雑事例を使ってグループワークし,模擬患者で実践を行った後,ポスターシェアで振り返りの共有を行った。(著者抄録)

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Other Link： https://search.jamas.or.jp/index.php?module=Default&action=Link&pub_year=2018&ichushi_jid=J06560&link_issn=&doc_id=20180404450017&doc_link_id=1800571&url=https%3A%2F%2Fkango-sakuin.nurse.or.jp%2Fnid%2F1800571&type=%8D%C5%90V%8A%C5%8C%EC%8D%F5%88%F8Web&icon=https%3A%2F%2Fjk04.jamas.or.jp%2Ficon%2F00014_1.gif

Language：Japanese   Publisher：聖路加国際大学  

聖路加国際大学では,2017年度より看護学以外の学士号を取得した者を対象とした第3年次学士編入制度を開始した。基礎看護学・看護技術学領域が3年次前期に担当した10科目(19単位)のうち,形態機能学,形態機能学演習,ヘルスアセスメント方法論の3科目の内容を統合し,統合科目(1)(7単位)として実施した。本科目は,日常生活行動の視点に基づき,からだの構造と機能,身体的・心理的・社会的側面のアセスメント方法を学ぶ科目である。授業は事例を用いて展開し,講義に加えて,(1)臓器の観察実習,(2)自身の生理的データの測定演習,(3)ヘルスアセスメント演習を組み合わせ,模擬患者を活用した実践的な演習も導入した。また,授業の合間に自己学習時間を確保し,自己学習のための教材も準備した。学生による授業評価の満足度は高く,科目の統合と教授方法の工夫により,学習内容の理解が深まったとの意見が多くみられた。(著者抄録)

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Other Link： https://search.jamas.or.jp/index.php?module=Default&action=Link&pub_year=2018&ichushi_jid=J06560&link_issn=&doc_id=20180404450015&doc_link_id=1800568&url=https%3A%2F%2Fkango-sakuin.nurse.or.jp%2Fnid%2F1800568&type=%8D%C5%90V%8A%C5%8C%EC%8D%F5%88%F8Web&icon=https%3A%2F%2Fjk04.jamas.or.jp%2Ficon%2F00014_1.gif

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Other Link： https://search.jamas.or.jp/index.php?module=Default&action=Link&pub_year=2017&ichushi_jid=J00644&link_issn=&doc_id=20170428210022&doc_link_id=1700929&url=https%3A%2F%2Fkango-sakuin.nurse.or.jp%2Fnid%2F1700929&type=%8D%C5%90V%8A%C5%8C%EC%8D%F5%88%F8Web&icon=https%3A%2F%2Fjk04.jamas.or.jp%2Ficon%2F00014_1.gif

Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：ELSEVIER SCI LTD  

Background: Perinatal immunization education is important for improving the immunization outcomes of infants; however, the content of educational materials used at each perinatal period has not been carefully evaluated. We hypothesized that stepwise education offered at different perinatal periods would improve infant immunization status and enhance maternal immunization knowledge.
Methods: In this cluster-randomized controlled trial, pregnant women were recruited from nine obstetric sites in Niigata, Japan. The intervention group received a stepwise, interactive education intervention (prenatally, postnatally, and 1 month after birth). The control group received a leaflet containing general information on immunization. Infant immunization status was evaluated at 6 months of age, and maternal immunization knowledge was evaluated by a written survey after each intervention.
Results: Among 188 study participants, 151 (80.3%) replied to the final post-intervention survey. At 6 months of age, the percentage of children who completed three doses of inactivated polio, diphtheria, tetanus toxoid, and acellular pertussis (DTaP-IPV) vaccine was higher in the intervention group than in the control (p = 0.04); however, no differences between groups were observed for the Haemophilus influenzae type b (Hib) (p = 0.67) or 13-valent pneumococcal conjugate (PCV13) vaccines (p = 0.20). The duration to the completion of the third dose of the DTaP-IPV, Hib, and PCV13 vaccines was shorter in the intervention group than in the control (p = 0.03, p &lt; 0.01, and p &lt; 0.01, respectively). Furthermore, maternal knowledge scores exhibited significantly greater improvement in the intervention group over time compared with those of the control group (p = 0.02).
Conclusions: Stepwise perinatal immunization education improved immunization schedule adherence for required vaccines and improved maternal immunization knowledge. (C) 2017 Elsevier Ltd. All rights reserved.

DOI： 10.1016/j.vaccine.2017.01.069

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Authorship：Lead author,　Corresponding author  

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：TAYLOR & FRANCIS INC  

This study examined the effects of providing vaccination education during the perinatal period on Japanese parents' knowledge, attitudes, and beliefs about childhood vaccination. A cluster-randomized controlled-trial method was used on a sample of 160 pregnant women recruited from 9 obstetrical sites in Niigata, Japan. The treatment group received a stepwise interactive education intervention, while the control group received a general vaccination leaflet. Changes in parental attitudes toward and beliefs about infant vaccination were assessed on the child's one-month and 6-month birthdays using paper questionnaires. Of the initial 188 participants, 160 (90.4%) completed the final post-survey questionnaire. Scores on injunctive social norms (a morally neutral perception of the behavior of the majority) and descriptive social norms (a moral perception of what individuals should do) significantly increased in the treatment group (p = .02 and p = .01, respectively). There was a significant difference between the 2 groups over time in terms of perceived benefit (efficacy of available preventive actions) (p = .03), but no significant differences in perceived severity (seriousness of a disease outcome), perceived susceptibility (likelihood of getting a disease), perceived benefits, perceived behavioral control, or descriptive social norms between the groups at any time point or in the patterns of change over time (p &gt; .31). Thus, stepwise perinatal vaccination education was found to positively influence maternal attitudes and beliefs about infant vaccination. This study suggests the importance of vaccination education during the perinatal period.

DOI： 10.1080/21645515.2017.1368601

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：ELSEVIER SCI LTD  

Background: Accurate, standardized information on childhood immunization is not available in Japan. We investigated current practices in perinatal childhood immunization education in the community and the needs and interest for such education among Japanese mothers.
Methods: This cross-sectional, descriptive study evaluated pregnant and postnatal women at four institutions in Niigata, Japan from May through July 2014. Data were collected using questionnaires inquiring about demographics, immunization education received, intent to receive childhood vaccines, and needs regarding information on childhood immunization.
Results: Questionnaires were distributed to 300 women, and 116 (38.6%) were returned; 70 (59.6%) of the respondents were pregnant women and 46 (40.3%) were postnatal women. Fourteen (20%) of the 70 pregnant women reported receiving some form of immunization education; in contrast, 34(73.9%) of 46 postnatal women had received such education within 1 month of delivery. The rates of respondents who felt that the information was insufficient were high: 78.6% among pregnant women and 52.9% among postnatal women. Pregnant women reported that the most important information was general concepts of immunization; in contrast, postnatal women desired more-detailed information, e.g., on immunization scheduling.
Conclusions: Japanese women do not receive sufficient perinatal immunization education. The information needed during the prenatal and postnatal periods differs. Thus, educational approaches may need to provide carefully targeted information. (C) 2015 Published by Elsevier Ltd.

DOI： 10.1016/j.vaccine.2015.08.069

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：ACADEMIC PRESS INC ELSEVIER SCIENCE  

Objectives: To determine if providing perinatal immunization education positively changes the immunization status of infants, influences the infant immunization knowledge, attitudes and beliefs of mothers and affects the intent to vaccinate children in Japan where immunization education is limited.
Methods: Pregnant women were recruited from three sites in Tokyo, Japan and were assigned to two intervention (pre- or postnatal education) groups and a control group. The immunization status of infants was assessed and a written survey was performed before and after the intervention.
Results: Among 119 study participants, 106 subjects replied to the post-survey. The intervention groups (34.3%) had higher immunization rates in infants at three months of age than the control group (8.3%) (P = 0.005); however, no differences were observed between the prenatal (29.4%) and postnatal groups (38.9%) (P = 0.40). The percentage of women intended to vaccinate their infants was higher in the intervention groups (61.4%) compared to the control group (33.3%) (P = 0.01). The improvement in score for basic knowledge was higher in the intervention groups, particularly in the prenatal group (mean +/- S.D.: 3.4 +/- 1.8) compared to the control (1.9 +/- 1.9) (P = 0.003).
Conclusions: Perinatal immunization education improved the immunization status of infants, increased the women's knowledge on immunization and intention to vaccinate their infants. (C) 2013 Elsevier Inc. All rights reserved.

DOI： 10.1016/j.ypmed.2013.03.003

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Language：Japanese   Publisher：(株)南山堂  

＜Key Points＞◎主要先進7ヶ国の予防接種制度を比較し、日本と他先進国間との違いを明らかにする。◎BCGは日本のワクチンプログラム(NIP)に含まれているが、海外では含まれていない。◎海外のNIPに含まれていて日本のNIPに含まれているワクチンにはPCV7、Hibワクチン、HBVワクチン、IPV、HPVワクチンがある。◎日本のNIPに含まれているものの、MRワクチン、DPTは今後検討が必要である。◎他先進国ではすでにNIPに含まれている重要なワクチンが日本でも同様に組み込まれるためには予防接種制度の改革の促進が重要である。(著者抄録)

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Authorship：Lead author   Language：Japanese   Publisher：(一社)聖路加看護学会  

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Language：Japanese   Publisher：(公社)日本小児科学会  

生後1ヵ月健診の保護者を対象に、「知っておきたいわくちん情報」を配布する介入群111例と配布しない非介入群119例に分け、生後3ヵ月までの4ワクチン接種状況と保護者の予防接種に対する知識・態度・信念を比較検討した。その結果、4ワクチン接種率は2群間で有意差を認めなかった。保護者の態度と信念に関しては有益性の認知の1項目と自己効力感の1項目が、非介入群と比較して介入群で有意に高かった。障害の認知のスコアは非介入群と比べ、介入群で有意に低かった。今回の検討から、「知っておきたいわくちん情報」の配布により、保護者が乳児期の予防接種に関して肯定的に考え、その必要性を理解・納得し、接種の判断ができる可能性が示唆された。

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Language：Japanese   Publisher：(一社)日本老年医学会  

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Language：Japanese   Publisher：聖路加国際大学  

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Other Link： http://hdl.handle.net/10285/13294

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Language：Japanese   Publisher：(公社)日本看護科学学会  

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Language：Japanese   Publisher：(一社)日本外来小児科学会  

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Language：Japanese   Publisher：(株)医学書院  

DOI： 10.11477/mf.1664102341

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DOI： 10.20837/12013081965

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Language：Japanese   Publisher：医薬ジャーナル社  

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Language：Japanese   Publisher：看護の科学社  

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Event date： 2021.6

Presentation type：Symposium, workshop panel (nominated)  

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Presentation type：Oral presentation (general)  

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Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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Presentation type：Symposium, workshop panel (nominated)  

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Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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Presentation type：Oral presentation (general)  

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Presentation type：Oral presentation (general)  

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Presentation type：Oral presentation (general)  

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Presentation type：Oral presentation (general)  

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Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Symposium, workshop panel (nominated)  

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Presentation type：Oral presentation (general)  

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Presentation type：Oral presentation (general)  

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Language：English   Presentation type：Poster presentation  

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Presentation type：Oral presentation (general)  

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Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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Language：English   Presentation type：Oral presentation (general)  

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Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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Language：English   Presentation type：Poster presentation  

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Presentation type：Poster presentation  

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Presentation type：Poster presentation  

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Language：English   Presentation type：Poster presentation  

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Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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Presentation type：Oral presentation (general)  

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Presentation type：Oral presentation (general)  

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