Silene de Sennen

SILENE SENNENII PAU IN BOL. SOC. ARAGONESA CI. NAT. 4: 309 (1905) - Silene sennenii és un colitx dedicat a Frère Sennen, botànic occità i germà de La Salle que treballà en la flora empordanesa a principis del S. XX. Es tracta d’una espècie endèmica de la comarca de l’Alt Empordà fortament amenaçada (categoria EN, “En perill”), que ha estat estudiada per investigadors del BioC des de fa anys i, actualment, és objecte del projecte de recerca CGL2007-60475/BOS. Ha estat part de la tesi doctoral de M.C. Martinell, del Màster en Ciències Farmacèutiques de S. Massó i del treball dirigit de L. Guasch. Podeu veure el reportatge de TV3 sobre aquesta espècie emès l’any 2008, http://www.tv3.cat/videos/849289>

Aproximación a las fuentes bibliográficas de interés en Ortodoncia II

Segunda parte y final de las fuentes bibliográficas más importantes para el estudio de la ortodoncia, como ciencia de la salud. Aquí se relacionan las publicaciones periódicas, específicas y generales, tesis y videos.

Evaluation of errors in alpine skiing video analysis

INTRODUCTION: Video records are widely used to analyze performance in alpine skiing at professional or amateur level. Parts of these analyses require the labeling of some movements (i.e. determining when specific events occur). If differences among coaches and differences for the same coach between different dates are expected, they have never been quantified. Moreover, knowing these differences is essential to determine which parameters reliable should be used. This study aimed to quantify the precision and the repeatability for alpine skiing coaches of various levels, as it is done in other fields (Koo et al, 2005). METHODS: A software similar to commercialized products was designed to allow video analyses. 15 coaches divided into 3 groups (5 amateur coaches (G1), 5 professional instructors (G2) and 5 semi-professional coaches (G3)) were enrolled. They were asked to label 15 timing parameters (TP) according to the Swiss ski manual (Terribilini et al, 2001) for each curve. TP included phases (initiation, steering I-II), body and ski movements (e.g. rotation, weighting, extension, balance). Three video sequences sampled at 25 Hz were used and one curve per video was labeled. The first video was used to familiarize the analyzer to the software. The two other videos, corresponding to slalom and giant slalom, were considered for the analysis. G1 realized twice the analysis (A1 and A2) at different dates and TP were randomized between both analyses. Reference TP were considered as the median of G2 and G3 at A1. The precision was defined as the RMS difference between individual TP and reference TP, whereas the repeatability was calculated as the RMS difference between individual TP at A1 and at A2. RESULTS AND DISCUSSION: For G1, G2 and G3, a precision of +/-5.6 frames, +/-3.0 and +/-2.0 frames, was respectively obtained. These results showed that G2 was more precise than G1, and G3 more precise than G2, were in accordance with group levels. The repeatability for G1 was +/-3.1 frames. Furthermore, differences among TP precision were observed, considering G2 and G3, with largest differences of +/-5.9 frames for "body counter rotation movement in steering phase II", and of 0.8 frame for "ski unweighting in initiation phase". CONCLUSION: This study quantified coach ability to label video in term of precision and repeatability. The best precision was obtained for G3 and was of +/-0.08s, which corresponds to +/-6.5% of the curve cycle. Regarding the repeatability, we obtained a result of +/-0.12s for G1, corresponding to +/-12% of the curve cycle. The repeatability of G2 and G3 are expected to be lower than the precision of G1 and the corresponding repeatability will be assessed soon. In conclusion, our results indicate that the labeling of video records is reliable for some TP, whereas caution is required for others. REFERENCES Koo S, Gold MD, Andriacchi TP. (2005). Osteoarthritis, 13, 782-789. Terribilini M, et al. (2001). Swiss Ski manual, 29-46. IASS, Lucerne.

Online teaching of inflammatory skin pathology by a French-speaking International University Network

INTRODUCTION: Developments in technology, web-based teaching and whole slide imaging have broadened the teaching horizon in anatomic pathology. Creating online learning material including many types of media such as radiologic images, whole slides, videos, clinical and macroscopic photographs, is now accessible to most universities. Unfortunately, a major limiting factor to maintain and update the learning material is the amount of resources needed. In this perspective, a French-national university network was initiated in 2011 to build joint online teaching modules consisting of clinical cases and tests. The network has since expanded internationally to Québec, Switzerland and Ivory Coast. METHOD: One of the first steps of the project was to build a learning module on inflammatory skin pathology for interns and residents in pathology and dermatology. A pathology resident from Québec spent 6 weeks in France and Switzerland to develop the contents and build the module on an e-learning Moodle platform under the supervision of two dermatopathologists. The learning module contains text, interactive clinical cases, tests with feedback, virtual slides, images and clinical photographs. For that module, the virtual slides are decentralized in 2 universities (Bordeaux and Paris 7). Each university is responsible of its own slide scanning, image storage and online display with virtual slide viewers. RESULTS: The module on inflammatory skin pathology includes more than 50 web pages with French original content, tests and clinical cases, links to over 45 virtual images and more than 50 microscopic and clinical photographs. The whole learning module is being revised by four dermatopathologists and two senior pathologists. It will be accessible to interns and residents in the spring of 2014. The experience and knowledge gained from that work will be transferred to the next international resident whose work will be aimed at creating lung and breast pathology learning modules. CONCLUSION: The challenges of sustaining a project of this scope are numerous. The technical aspect of whole-slide imaging and storage needs to be developed by each university or group. The content needs to be regularly updated and its accuracy reviewed by experts in each individual domain. The learning modules also need to be promoted within the academic community to ensure maximal benefit for trainees. A collateral benefit of the project was the establishment of international partnerships between French-speaking universities and pathologists with the common goal of promoting pathology education through the use of multi-media technology including whole slide imaging.

El joc d'esquena del davanter centre al futbol, és més eficaç jugant de cara o girant-se?

Segons Castelo (1999, 2009) i Ardá i Casal (2003) la fase ofensiva del futbol es divideix en la fase de progressió, en la qual es busca progressar a porteria, i en la fase de manteniment o emergència, en la qual s’assegura la possessió de la pilota. L’objectiu és analitzar si quan el davanter centre rep la pilota d’esquena a porteria, es manté amb més eficàcia la possessió jugant en progressió o en emergència durant els 5” posteriors a la recepció de la pilota per part del davanter. L’estudi és Descriptiu d’Observació Directa, en aquest s’observen i s’analitzen, a través de vídeos, 10 partits de la fase de grups de la fase final de la Eurocopa 2012, en concret els partits són dels grups A i B. Els resultats confirmen la hipòtesi inicial, ja que es manté amb més eficàcia la pilota quan aquesta es juga en emergència (71%) que no pas en progressió (54%).

Teaching Motivational Interviewing to Medical Students to Improve Behavior Change Counseling Skills - Results of a Pilot Test

BACKGROUND: Patient behavior accounts for half or more of the variance in health, disease, mortality and treatment outcome and costs. Counseling using motivational interviewing (MI) effectively improves the substance use and medical compliance behavior of patients. Medical training should include substantial focus on this key issue of health promotion. The objective of the study is to test the efficacy of teaching MI to medical students. METHODS: Thirteen fourth-year medical students volunteered to participate. Seven days before and after an 8-hour interactive MI training workshop, each student performed a video-recorded interview with two standardized patients: a 60 year-old alcohol dependent female consulting a primary care physician for the first time about fatigue and depression symptoms; and a 50 year-old male cigarette smoker hospitalized for myocardial infarction. All 52 videos (13 students×2 interviews before and after training) were independently coded by two blinded clinicians using the Motivational Interviewing Training Integrity (MITI, 3.0). MITI scores consist of global spirit (Evocation, Collaboration, Autonomy/Support), global Empathy and Direction, and behavior count summary scores (% Open questions, Reflection to question ratio, % Complex reflections, % MI-adherent behaviors). A "beginning proficiency" threshold (BPT) is defined for each of these 9 scores. The proportion of students reaching BPT before and after training was compared using McNemar exact tests. Inter-rater reliability was evaluated by comparing double coding, and test-retest analyses were conducted on a sub-sample of 10 consecutive interviews by each coder. Weighted Kappas were used for global rating scales and intra-class correlations (ICC) were computed for behavior count summary scores. RESULTS: The percent of counselors reaching BPT before and after MI training increased significantly for Evocation (15% to 65%, p<.001), Collaboration (27% to 77%, p=.001), Autonomy/Support (15% to 54%, p=.006), and % Open questions (4% to 38%, p=.004). Proportions increased, but were not statistically significant for Empathy (38% to 58%, p=.18), Reflection to question ratio (0% to 15%, p=.12), % Complex reflection (35% to 54%, p=.23), and % MI-adherent behaviors (8% to 15%, p=.69). There was virtually no change for the Direction scale (92% to 88%, p=1.00). The reliability analyses produced mixed results. Weighted kappas for inter-rater reliability ranged from .14 for Direction to .51 for Collaboration, and from .27 for Direction to .80 for Empathy for test-retest. ICCs ranged from .20 for Complex reflections to .89 for Open questions (inter-rater), and from .67 for Complex reflections to .99 for Reflection to question ratio (test-retest). CONCLUSION: This pilot study indicates that a single 8-hour training in motivational interviewing for voluntary fourth-year medical students results in significant improvement of some MI skills. A larger sample of randomly selected medical students observed over longer periods should be studied to test if MI training generalizes to medical students. Inter-rater reliability and test-retest findings indicate a need for caution when interpreting the present results, as well as for more intensive training to help appropriately capture more dimensions of the process in future studies.

Descartes wears Converse: Liberal Arts for the Twenty-First Century Student

Students today have a different way of relating to information due to the new media channels that have arisen in the last decades. These have changed the way high-school and undergraduate students learn and they have altered the manner by which they perceive the world. Today’s Education Theory must take this fact into account in order to enhance the student’s learning process. The objective of this project is to give an example of how this enhancement may be achieved. First, it will give a brief overview of the relation between today’s young generations and the different channels of information; secondly, it will analyze the cognitive, psychological and educational theories that explain how the human brain learns and the important value that nonverbal information has for the memory system; afterwards, it will focus on this nonverbal information, looking at the possible effects that it may have on human memory and learning; finally, it will give an example of the practical implementation of this theory through the presentation of three animated instructional videos that have been created with the specific aim of enhancing the young generation’s understanding of some complex subjects of the Liberal Arts.

Online teaching of inflammatory skin pathology by a French-speaking International University Network.

INTRODUCTION: Developments in technology, web-based teaching and whole slide imaging have broadened the teaching horizon in anatomic pathology. Creating online learning material including many types of media such as radiologic images, whole slides, videos, clinical and macroscopic photographs, is now accessible to most universities. Unfortunately, a major limiting factor to maintain and update the learning material is the amount of resources needed. In this perspective, a French-national university network was initiated in 2011 to build joint online teaching modules consisting of clinical cases and tests. The network has since expanded internationally to Québec, Switzerland and Ivory Coast. METHOD: One of the first steps of the project was to build a learning module on inflammatory skin pathology for interns and residents in pathology and dermatology. A pathology resident from Québec spent 6 weeks in France and Switzerland to develop the contents and build the module on an e-learning Moodle platform under the supervision of two dermatopathologists. The learning module contains text, interactive clinical cases, tests with feedback, virtual slides, images and clinical photographs. For that module, the virtual slides are decentralized in 2 universities (Bordeaux and Paris 7). Each university is responsible of its own slide scanning, image storage and online display with virtual slide viewers. RESULTS: The module on inflammatory skin pathology includes more than 50 web pages with French original content, tests and clinical cases, links to over 45 virtual images and more than 50 microscopic and clinical photographs. The whole learning module is being revised by four dermatopathologists and two senior pathologists. It will be accessible to interns and residents in the spring of 2014. The experience and knowledge gained from that work will be transferred to the next international resident whose work will be aimed at creating lung and breast pathology learning modules. CONCLUSION: The challenges of sustaining a project of this scope are numerous. The technical aspect of whole-slide imaging and storage needs to be developed by each university or group. The content needs to be regularly updated and its accuracy reviewed by experts in each individual domain. The learning modules also need to be promoted within the academic community to ensure maximal benefit for trainees. A collateral benefit of the project was the establishment of international partnerships between French-speaking universities and pathologists with the common goal of promoting pathology education through the use of multi-media technology including whole slide imaging.

The VOP Voice, Vol. 4, 2015

Spotlight: Cindy Pederson Continuing Education National volunteer Month Wrap-Up Events & Conferences Peer Group Meetings Training Refresher Articles, Websites & Videos May is Older Americans Month

Memòria justificativa de recerca de la convocatòria MQD: PRESENT@: sala de graus virtual multidisciplinar

Un treball final de carrera (TFC) és un dels últims passos de molts estudis, com per exemple els graus d'enginyeria. Els estudiants solen presentar els resultats del seu projecte final en una presentació pública, on un comitè avalua el seu treball. Els estudiants, en aquesta activitat, s'ocupen de competències com ara: fer presentacions orals efectives en entorns públics, en una situació estressant. Però, es pot assolir aquesta competència en un entorn virtual?A la Universitat Oberta de Catalunya (UOC), una universitat 100% virtual, es proposa una solució basada en les presentacions en vídeo que es pugen en una eina, Present@, que els permet compartir les presentacions i permet fer preguntes i escriure les respostes en un entorn obert.Present@ ofereix una eina millorada per pujar vídeos, que simplifica el procés i fa que sigui apropiada per als estudiants de qualsevol àrea de coneixement. Però treballar amb vídeos va un pas més enllà i requereix també la tecnologia adequada per donar suport a aquest tipus d'arxius. Així, s'ha afegit al Present@ un servei d'"streaming", Kaltura. Amb aquest servei els estudiants poden pujar fàcilment gairebé qualsevol format de vídeo i és possible fer comentaris en vídeo.131 estudiants han estat usant el Present@ durant 4 semestres. Per avaluar l'eina, els estudiants han contestat un qüestionari i de les respostes rebudes es conclou que aquest enfocament permet als estudiants virtuals adquirir la major part de les competències relacionades amb el TFC i, en concret, amb la dissertació virtual en entorns virtuals. Potser l'única característica a què no s'enfronten és la tensió de les preguntes.És important assenyalar que, gràcies a les millores introduïdes, el Present@ està present, actualment en més de 100 aules a UOC i s'utilitza no només per al TFC, sinó també per explicar assignatures per ajudar els estudiants

Vaalit ja verkko : verkkokampanjointi Sauli Niinistön eduskuntavaalikampanjassa 2007

Opinnäytetyö käsittelee kampanjointiviestintää eduskuntavaaleissa 2007 painottuen kampanjointikeinoihin verkossa. Itse olin keskeisesti mukana Sauli Niinistön eduskuntavaalikampanjassa työskentelemällä hänen kampanjansa tiimivastaavana ja kampanjatoimiston vetäjänä neljän kuukauden ajan. Niinistön kampanjassa käytettiin monipuolisesti hyödyksi Internetiä ja sen tarjoamia mahdollisuuksia. Muun nettikampanjoinnin lisäksi tuotettiin 19 uutisvideota. Tässä opinnäytetyössä tarkastelen Sauli Niinistön verkossa tapahtunutta vaalikampanjointia sekä Saulin Tietotoimiston Uutisia osana kokonaisuutta. Arvioin myös sitä, millaisia erilaisia kampanjointikeinoja ehdokkaat käyttävät verkossa ja miten ne toimivat Sauli Niinistön eduskuntavaalikampanjassa. Perehdyn myös tarkemmin näiden vaalien uutuuteen, verkkovideoihin sekä arvioin, millaista lisäarvoa nettiuutisilla saatiin Niinistön kampanjaan. Kontekstina työssäni on yleisesti kampanjakeinojen kehittyminen Internetissä 2000-luvun aikana. Verkosta on tullut entistä varteenotettavampi kampanjointipaikka sitä mukaa kuin äänestäjät ovat alkaneet kuluttaa entistä enemmän aikaa verkossa. Vaalikampanjoidenkin sisällön täytyy olla entistä ammattimaisemmin tuotettua. Vaalikampanjat käydään yhä enenevässä määrin median kautta. Median osuus on huomattava myös eduskuntavaaleissa, etenkin vaalipiireissä, joissa on paljon asukkaita. Tästä syystä kampanjaorganisaatiolta vaaditaan yhä enemmän viestintätaitoja. Organisaatiosta on löydyttävä ihmisiä, jotka ehdokkaan lisäksi voivat kommentoida kampanjaa eri välineille luontevasti. Moniosaajuuden merkitys siis korostuu myös vaalityössä.

When physician-expressed uncertainty leads to patient dissatisfaction: a gender study.

CONTEXT: Communication guidelines often advise physicians to disclose to their patients medical uncertainty regarding the diagnosis, origin of the problem, and treatment. However, the effect of the expression of such uncertainty on patient outcomes (e.g. satisfaction) has produced conflicting results in the literature that indicate either no effect or a negative effect. The differences in the results of past studies may be explained by the fact that potential gender effects on the link between physician-expressed uncertainty and patient outcomes have not been investigated systematically. OBJECTIVES: On the basis of previous research documenting indications that patients may judge female physicians by more severe criteria than they do male physicians, and that men are more prejudiced than women towards women, we predicted that physician-expressed uncertainty would have more of a negative impact on patient satisfaction when the physician in question was female rather than male, and especially when the patient was a man. METHODS: We conducted two studies with complementary designs. Study 1 was a randomised controlled trial conducted in a simulated setting (120 analogue patients Analogue patients are healthy participants asked to put themselves in the shoes of real medical patients by imagining being the patients of physicians shown on videos); Study 2 was a field study conducted in real medical interviews (36 physicians, 69 patients). In Study 1, participants were presented with vignettes that varied in terms of the physician's gender and physician-expressed uncertainty (high versus low). In Study 2, physicians were filmed during real medical consultations and the level of uncertainty they expressed was coded by an independent rater according to the videos. In both studies, patient satisfaction was assessed using a questionnaire. RESULTS: The results confirmed that expressed uncertainty was negatively related to patient satisfaction only when the physician was a woman (Studies 1 and 2) and when the patient was a man (Study 2). CONCLUSIONS: We believe that patients have the right to be fully informed of any medical uncertainties. If our results are confirmed in further research, the question of import will refer not to whether female physicians should communicate uncertainty, but to how they should communicate it. For instance, if it proves true that uncertainty negatively impacts on (male) patients' satisfaction, female physicians might want to counterbalance this impact by emphasizing other communication skills.

Language variation in source texts and their translations: the case of L3 in film translation

In addition to the two languages essentially involved in translation, that of the source text (L1) and that of the target text (L2), we propose a third language (L3) to refer to any other language(s) found in the text. L3 may appear in the source text (ST) or the target text (TT), actually appearing more frequently inSTs in our case studies. We present a range of combinations for the convergence and divergence of L1, L2 and L3, for the case of feature films and their translations using examples from dubbed and subtitled versions of films, but we are hopeful that our tentative conclusions may be relevant to other modalities of translation, audiovisual and otherwise. When L3 appears in an audiovisual ST,we find a variety of solutions whereby L3 is deleted from or adapted to the TT.In the latter case, L3 might be rendered in a number of ways, depending on factors such as the audience’s familiarity with L3, and the possibility that L3 inthe ST is an invented language.

Neuromotor development in children. Part 3: motor performance in 3- to 5-year-olds.

AIM: The aim of this cross-sectional study was to provide normative data (ordinal scores and timed performances) for gross and fine motor tasks in typically developing children between 3 and 5 years of age using the Zurich Neuromotor Assessment (ZNA). METHOD: Typically developing children (n=101; 48 males, 53 females) between 3 and 5 years of age were enrolled from day-care centres in the greater Zurich area and tested using a modified version of the ZNA; the tests were recorded digitally on video. Intraobserver reliability was assessed on the videos of 20 children by one examiner. Interobserver reliability was assessed by two examiners. Test-retest reliability was performed on an additional 20 children. The modelling approach summarized the data with a linear age effect and an additive term for sex, while incorporating informative missing data in the normative values. Normative data for adaptive motor tasks, pure motor tasks, and static and dynamic balance were calculated with centile curves (for timed performance) and expected ordinal scores (for ordinal scales). RESULTS: Interobserver, intraobserver, and test-retest reliability of tasks were moderate to good. Nearly all tasks showed significant age effects, whereas sex was significant only for stringing beads and hopping on one leg. INTERPRETATION: These results indicate that timed performance and ordinal scales of neuromotor tasks can be reliably measured in preschool children and are characterized by developmental change and high interindividual variability.

Lämmönlähteiden aiheuttamien konvektiovirtausten vaikutus vastakkaiseen tuloilmasuihkuun

Huoneen sisäisten lämpölähteiden aiheuttamilla konvektiovirtauksilla eli pluumeilla on huomattava vaikutus ilmastointipalkkijärjestelmäntoimintaan. Tätä vaikutusta ei ole tutkittu kovin paljon. Tässä työssä tutkittiin huoneen päätyseinässä olevan sähkölämmityspatterin vaikutusta aktiivisen ilmastointipalkin toimintaan. Tutkimus kohdistui vastakkaisten suihkujen törmäykseen. Suihkuina olivat pluumit ja tuloilmavirtaus. Tutkimukseen kuului sekä teoreettinen että kokeellinen osio. Teoreettisessa tarkastelussa käytiin läpi ilmastointipalkin teoriaa sekä konvektiovirtausten muodostumisen teoriaa. Lisäksi esitettiin, kuinka suihkuista lasketaan liikemäärävirta. Kokeellisessa osiossa mitattiin huoneen sisäisten lämpölähteiden aiheuttamia pluumeja. Lämpölähteet oli sijoitettuina tutkimushuoneen päätyseinän viereen. Mittauksissa keskityttiin tarkemmin sähkölämmityspatteriin ja sitä mallinnettiin eri tehoilla. Lisäksi mitattiin ilmastointipalkin tuloilmavirtausta eri ilmamäärillä. Pluumien ja tuloilmavirtauksen törmäyskäyttäytymistä selvitettiin savukuvauksella. Analyysiosiossa sähkölämmityspatterin aiheuttaman pluumin ja palkin tuloilmavirtauksen törmäyskäyttäytymiselle kehitettiin malli. Mallissa huomioitiin vastaikkaisten törmäävien suihkujen liikemäärät ja esitettiin kohdat tutkimushuoneen pituussuunnassa, jossa tuloilmavirtaus kääntyy oleskeluvyöhykkeelle. Ilmastointipalkkijärjestelmässä tuloilmavirtauksen tulisi kääntyä oleskeluvyöhykkeelle vasta huoneen seinustalla. Tutkimuksen perusteella näin käy, jos pluumin liikemäärä on noin 10% tai vähemmän tuloilman liikemäärästä. Muulloin palkin tuloilmavirtaus kääntyy oleskeluvyöhykkeelle liian aikaisin ja aiheuttaa mahdollisestivedontunnetta.