Bilateral deep brain stimulation: the placement of the second electrode is not necessarily less accurate than that of the first one.

BACKGROUND: Deep brain stimulation (DBS) is recognized as an effective treatment for movement disorders. We recently changed our technique, limiting the number of brain penetrations to three per side. OBJECTIVES: The first aim was to evaluate the electrode precision on both sides of surgery since we implemented this surgical technique. The second aim was to analyse whether or not the electrode placement was improved with microrecording and macrostimulation. METHODS: We retrospectively reviewed operation protocols and MRIs of 30 patients who underwent bilateral DBS. For microrecording and macrostimulation, we used three parallel channels of the 'Ben Gun' centred on the MRI-planned target. Pre- and post-operative MRIs were merged. The distance between the planned target and the centre of the implanted electrode artefact was measured. RESULTS: There was no significant difference in targeting precision on both sides of surgery. There was more intra-operative adjustment of the second electrode positioning based on microrecording and macrostimulation, which allowed to significantly approach the MRI-planned target on the medial-lateral axis. CONCLUSION: There was more electrode adjustment needed on the second side, possibly in relation with brain shift. We thus suggest performing a single central track with electrophysiological and clinical assessment, with multidirectional exploration on demand for suboptimal clinical responses.

Product placement in integrated marketing communications strategy

Perinteisten markkinointiviestintäkanavien menettäessä jatkuvasti tehoaan mediakentän ja kohderyhmien sirpaloituessa yhä pienempiin yksiköihin markkinointiorganisaatiot etsivät vaihtoehtoisia tapoja tavoittaakseen kohdeyleisönsä. Yksi vaihtoehtoinen markkinointiviestintäkeino on tuotesijoittelu (product placement), jossa (merkki)tuotteita sijoitetaan erilaisten viihdetuotantojen, kuten elokuvien, televisio-ohjelmien ja tietokonepelien, tarinan yhteyteen, jotta yhä medialukutaitoisempi kohdeyleisö ei pystyisi välttämään kaupallista viestiä esimerkiksi vaihtamalla televisiokanavaa tai kääntämällä lehden sivua. Koska tuote on sijoitettu kerrottavan tarinan sisään, markkinointiviestin — eli tuotteen havaitsemisen — välttäminen on huomattavasti vaikeampaa kuin perinteisten markkinointiviestintämenetelmien kohdalla. Lisäksi, sijoitellut tuotteet ovat tavallisesti kiinteässä yhteydessä tarinan juonen ja henkilöhahmojen kanssa siten, että tuote saa näistä yhteyksistä positiivista vahvistusta imagolleen. Pro Gradu-tutkielman tarkoituksena oli selvittää tuotesijoittelun käyttökelpoisuutta markkinointiviestinnässä sekä miten kulutushyödykemarkkinoijat voivat hyödyntää menetelmää markkinointiviestintästrategioissaan. Tuotesijoittelun poikkeava luonne markkinointiviestintävälineenä tuotti kysymyksen miten tuotesijoittelua voitaisiin hyödyntää yhteistyössä muiden markkinointiviestintäkeinojen kanssa. Tätä varten tutkimuksessa tuotesijoittelu yhdistettiin integroidun markkinointiviestinnän (IMC) viitekehykseen. IMC-konsepti syntyi markkinointiviestinnässä vastaamaan samaan tarpeeseen kuin tuotesijoittelukin: pirstaloitunut mediakenttä ja yksittäiset kohderyhmät vaativat kehittyneempää ja yhtenäisempää markkinointiviestinnän suunnittelua ja toteutusta. Tutkimuksen johtopäätöksenä tuotesijoittelu todettiin käyttökelpoiseksi markkinointiviestintäkeinoksi mikäli viestinnän tavoitteena on muu kuin tuotteen myyntiin suorasti vaikuttaminen. Tuotesijoittelu on sen sijaan erittäin tehokas tuotetietoisuuden lisäämisessä, erityisesti tunnistamisen kohdalla. Tuotesijoittelu voi myös tuottaa suoran ostotarpeen mutta tällöin viestin vastaanottajalla täytyy olla vallitseva tarve kyseisen tuoteryhmän osalta ennen altistumista ko. markkinointiviestille. Tuotesijoittelu voidaan sisällyttää IMC-suunnitteluprosessiin markkinointiviestintästrategian kiinteänä osana. Integraatio markkinointiviestinnässä siten, että tuotesijoittelua tuettaisiin muilla viestintäkeinoilla yhtenäisen kampanjan kehittämiseksi on kuitenkin paljon ennakoitua harvinaisempaa, johtuen ehkä eniten tuotesijoittelun poikkeuksellisesta luonteesta ja kyseisen viestintämuodon vaikeasta hallittavuudesta markkinoijan taholta. Tutkimus toteutettiin normatiivisena case-tutkimuksena pääasiassa sekundäärisiä tietolähteitä hyödyntäen. Case-tutkimuksia varten kerättiin primääristä tietoa kyselylomakkeella kahdesta tuotesijoittelua käyttävästä kansainvälisestä yhtiöstä, jonka lisäksi myös sekundäärisiä tietolähteitä hyödynnettiin case-osan tiedonkeruussa.

Bilateral deep brain stimulation : the placement of the second electrode is not necessarily less accurate than that of the first one

Introduction La stimulation cérébrale profonde est reconnue comme étant un traitement efficace des pathologies du mouvement. Nous avons récemment modifié notre technique chirurgicale, en limitant le nombre de pénétrations intracérébrales à trois par hémisphère. Objectif Le premier objectif de cette étude est d'évaluer la précision de l'électrode implantée des deux côtés de la chirurgie, depuis l'implémentation de cette technique chirurgicale. Le deuxième objectif est d'étudier si l'emplacement de l'électrode implantée était amélioré grâce à l'électrophysiologie. Matériel et méthode Il s'agit d'une étude rétrospective reprenant les protocoles opératoires et imageries à résonnance magnétique (IRM) cérébrales de 30 patients ayant subi une stimulation cérébrale profonde bilatérale. Pour l'électrophysiologie, nous avons utilisé trois canules parallèles du « Ben Gun », centrées sur la cible planifiée grâce à l'IRM. Les IRM pré- et post-opératoires ont été fusionnées. La distance entre la cible planifiée et le centre de l'artéfact de l'électrode implantée a été mesurée. Résultats Il n'y a pas eu de différence significative concernant la précision du ciblage des deux côtés (hémisphères) de la chirurgie. Il y a eu plus d'ajustements peropératoires du deuxième côté de la chirurgie, basé sur l'électrophysiologie, ce qui a permis d'approcher de manière significative la cible planifiée grâce à l'IRM, sur l'axe médio- latéral. Conclusion Il y a plus d'ajustements nécessaires de la position de la deuxième électrode, possiblement en lien avec le « brain shift ». Nous suggérons de ce fait d'utiliser une trajectoire d'électrode centrale accompagnée par de l'électrophysiologie, associé à une évaluation clinique. En cas de résultat clinique sub-optimal, nous proposons d'effectuer une exploration multidirectionnelle.

Gestión de la actividad no presencial y autoevaluación de competencias = Management of Student Learning Outside the Classroom and the Self-evaluation of Competences

Psychological Assessment is a core subject of Psychology studies, and of the university degree Human development, at the University of Girona and according to the University regulations, had 12 credits. Until the 2005-06 academic years, the student work conducted outside the classroom consisted of undertaking a psychological assessment that was written and handed in at the end of the course. From this the student obtained a qualification and a review if they applied for it In accordance with the European Credits for Higher Education, this subject was reduced to 9 credits, which is the equivalent of a total of 255 hours of in-class work and outside the classroom. In the 2006-07 academic year we created a guide to manage the student’s experiences outside the classroom, with the objective of encouraging the application of problem solving/critical thinking (Bloom, 1975), in line with the recommendations of the Catalonia Agency for University System Quality (2005). The guide includes: learning objectives, evaluation criterions, a description of activities, work week timetable for the whole course, programmed tutorials to review all steps of the psychological assessment process, and the use of a web-based virtual forum for the transfer of knowledge, analysis and constructive critiques of the assessment done by themselves and their colleagues

Image guided critical screw placement precision in the cervical spine : important or incidental? : results of a series of 91 consecutive cases using OVEM

Study design: A retrospective study of image guided cervical implant placement precision. Objective: To describe a simple and precise classification of cervical critical screw placement. Summary of Background Data: "Critical" screw placement is defined as implant insertion into a bone corridor which is surrounded circumferentially by neurovascular structures. While the use of image guidance has improved accuracy, there is currently no classification which provides sufficient precision to assess the navigation success of critical cervical screw placement. Methods: Based on postoperative clinical evaluation and CT imaging, the orthogonal view evaluation method (OVEM) is used to classify screw accuracy into grade I (no cortical breach), grade la (screw thread cortical breach), grade II (internal diameter cortical breach) and grade III (major cortical breach causing neural or vascular injury). Grades II and III are considered to be navigation failures, after accounting for bone corridor / screw mismatch (minimal diameter of targeted bone corridor being smaller than an outer screw diameter). Results: A total of 276 screws from 91 patients were classified into grade I (64.9%), grade la (18.1%), and grade II (17.0%). No grade III screw was observed. The overall rate of navigation failure was 13%. Multiple logistic regression indicated that navigational failure was significantly associated with the level of instrumentation and the navigation system used. Navigational failure was rare (1.6%) when the margin around the screw in the bone corridor was larger than 1.5 mm. Conclusions: OVEM evaluation appears to be a useful tool to assess the precision of critical screw placement in the cervical spine. The OVEM validity and reliability need to be addressed. Further correlation with clinical outcomes will be addressed in future studies.

Estimation des coûts engendrés par l'occupation inappropriée des lits de soins aigus du CHUV par des patients en attente de placement

[Table des matières] 1. Pourquoi s'intéresser à l'occupation inappropriée des lits de soins aigus au CHUV ?. - 1.1. Etat des lieux. - 1.1.1. Les chiffres du CHUV. - 1.1.2. La cellule de gestion des flux de patients. - 1.1.3. L'unité de patients en attente de placement. - 1.1.4. La pénurie de lits dans les EMS vaudois. - 1.1.5. Le vieillissement de la population vaudoise. - 1.2. Evidences nationales et internationales. - - 2. Estimation des coûts. - 2.1. Coûts chiffrables. - 2.1.1. Perte financière directe. - 2.1.2. Coûts des transferts pour engorgement. - 2.1.3. Coût d'opportunité. - 2.2. Coûts non chiffrables. - 2.2.1. Patients. - 2.2.2. Personnel médical. - 2.2.3. CHUV. - - 3. Propositions. - 3.1. Prises en charge alternatives. - 3.1.1. Les réseaux intégrés de services aux personnes âgées. - 3.1.2. Les courts séjours gériatriques. - 3.1.3. Autres solutions. - 3.2. Prévention. - 3.2.1. Prévention des chutes. - 3.2.2. La prévention par l'information aux personnes âgées. - 3.2.3. La prévention par l'information à l'ensemble de la population

Mentoring in the acquisition of professional skills through practices in companies by degree students

Abstract This work has had as objective to analyze the skills acquired through internships in business companies by students of the Faculty of Economics and Business at the University Pompeu Fabra. The internship is a basic item in order to obtain a hard connection between the University and social-economic world where University and Enterprises develop their activity. In this study we want to know about two aspects. The first one, we want to know the profit that is obtained from the Student as a consequence of internship and mentoring. Also, we want to study about the importance of mentoring as a principal element that establishes the relationship between the Student and the Company. Moreover, it has sought to analyze if certain factors such as the size of the company where the practices has been performed, the study rank level that was achieved or the fact of being a man or a woman, were among the determining factors at the time of acquiring the skills. The results presented here indicate that the size of the company that have been making the practices and the gender of the student are related to the acquisition of certain skills. There was not a statistically significant relationship related to the rank level have by the students in the practice. In the future we are going to study if the labor market Integration is easier if the Student has performed work placement. Keywords Skills; employability; internship; meatoring.

Student Journalism 2.0 : Testing Models for Participatory Learning in the Digital Age

Many educators and educational institutions have yet to integrate web-based practices into their classrooms and curricula. As a result, it can be difficult to prototype and evaluate approaches to transforming classrooms from static endpoints to dynamic, content-creating nodes in the online information ecosystem. But many scholastic journalism programs have already embraced the capabilities of the Internet for virtual collaboration, dissemination, and reader participation. Because of this, scholastic journalism can act as a test-bed for integrating web-based sharing and collaboration practices into classrooms. Student Journalism 2.0 was a research project to integrate open copyright licenses into two scholastic journalism programs, to document outcomes, and to identify recommendations and remaining challenges for similar integrations. Video and audio recordings of two participating high school journalism programs informed the research. In describing the steps of our integration process, we note some important legal, technical, and social challenges. Legal worries such as uncertainty over copyright ownership could lead districts and administrators to disallow open licensing of student work. Publication platforms among journalism classrooms are far from standardized, making any integration of new technologies and practices difficult to achieve at scale. And teachers and students face challenges re-conceptualizing the role their class work can play online.

Faculty and Student Perspectives Toward Open Courseware, and Open Access Publishing: Some Comparisons Between European and North American Populations

Instructor and student beliefs, attitudes and intentions toward contributing to local open courseware (OCW) sites have been investigated through campus-wide surveys at Universidad Politecnica de Valencia and the University of Michigan. In addition, at the University of Michigan, faculty have been queried about their participation in open access (OA) publishing. We compare the instructor and student data concerning OCW between the two institutions, and introduce the investigation of open access publishing in relation to open courseware publishing.

Analyzing lifelong learning student behavior in a progressive degree

Peer-reviewed

Cómo aplicar las pruebas paramétricas bivariadas t de Student y ANOVA en SPSS.

Las pruebas paramétricas son un tipo de pruebas de significación estadística que cuantifican la asociación o independencia entre una variable cuantitativa y una categórica. Las pruebas paramétricas exigen ciertos requisitos previos para su aplicación: la distribución Normal de la variable cuantitativa en los grupos que se comparan, la homogeneidad de varianzas en las poblaciones de las que proceden los grupos y una n muestral no inferior a 30. Su incumplimiento conlleva la necesidad de recurrir a pruebas estadísticas no paramétricas. Las pruebas paramétricas se clasifican en dos: prueba t (para una muestra o para dos muestras relacionadas o independientes) y prueba ANOVA (para más de dos muestras independientes).

Student experiences in a course blended learning

Fascination is a project for design students, developed jointly by the Technical University of Catalonia (UPC) and the University of Technology Thonburi (KMUTT), which works with two groups of students, one group of participants in Spain and another group in Thailand where, hands-on activities, a range of technologies are used to prepare students for the lessons, through learning activities and content. This research paper presents the test of both a general model and a tool for measuring the participants’ experiences in a course that uses a blended learning methodology, with the aim of collecting empirical evidence to justify the effort of applying this methodology, based on the participants’ satisfaction. The procedure used in the conceptualization of the survey, the generation of topics, the collection of data, and the validation of the scale of various items are described here. The information, provided by the 26 people surveyed about the course and the virtual environment that was used, was analyzed to measure their perceptions and explore possible relations. Finally the conclusions of the research and the future work are presented.