Softwaretechnische Instrumentenunterstützung für ein leistungssteuerndes HNO Navigationssystem

Durch Einsatz von Softwaretechnik k?nnen immer komplexere Funktionalit?ten in Medizinger?ten realisiert werden. In der computerunterstützten Chirurgie werden Assistenzsysteme entwickelt mit dem Ziel, die Risiken bestehender Behandlungsmethoden zu minimieren und in neue chirurgische Anwendungsbereiche vorzudringen. Um die steigende Komplexit?t solcher Systeme zu beherrschen, müssen anstelle von hardwarenahen Implementierungen Abstraktionskonzepte gefunden werden, die überschaubare Programmstrukturen und problemlose Erweiterbarkeit erm?glichen. Für das bereits klinisch evaluierte Navigationssystem FESS-Control wird mit Hilfe von bekannten Softwaretechnikmethoden ein Modell entwickelt und implementiert, das im Gegensatz zur bestehenden Implementierung die Beschreibung leistungsgesteuerter chirurgischer Instrumente auf einer abstrakten Ebene und deren sichere automatisierte Erkennung erm?glicht. FESS (functional endonasal sinus surgery) ist eine minimal invasive Behandlungsmethode für die Nase und Nebenh?hlen, bei der der Chirurg keine direkte Sicht zum Operationssitus und den Instrumenten hat. Mit dem Ziel, den Chirurgen w?hrend des Eingriffs zu unterstützen, verwendet FESS-Control eine optische Navigationskamera, um die r?umliche Lage eines Shavers bezüglich des Patienten und dessen Bilddaten w?hrend der Operation zu bestimmen. Gleichzeitig erfolgt zum Schutz sensibler Strukturen eine Leistungssteuerung des Instruments. Mit Hilfe des neuen Modells wird die Beschr?nkung des existierenden Systems, welches nur gerade Shaverans?tze navigiert, aufgehoben und die Verwendung weiterer in der medizinischen Anwendung ben?tigter Shaverans?tze erm?glicht. Die neue L?sung für das FESS-Control System ist ein überzeugendes Beispiel dafür, dass Methoden der Softwaretechnik auch in den Anwendungen der Medizintechnik gewinnbringend eingesetzt werden k?nnen.     

A school‐based violence prevention model for at‐risk eighth grade youth

This study examined the effectiveness of a school and community‐based violence prevention program for at‐risk eighth‐grade students in three public schools in Florida. School officials matched intervention students with community‐based mentors in an employment setting to allow targeted youth to explore careers and receive one‐on‐one intervention from an adult mentor. Intervention students were compared to a control group of students not receiving mentorship services. This study used MANOVA and t‐test analyses to examine six outcomes measured: (1) unexcused absences; (2) number of in‐school suspensions; (3) number of days of in‐school suspensions; (4) number of out‐of‐school suspensions; (5) number of days of out‐of‐school suspensions; and (6) total number of infractions committed on school property. The findings suggested that mentored students, as compared to control group students, had significant reductions in total number and days of suspensions, days of sanction, and infractions committed on school property. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 403–416, 2003.     

Utilizing microfluidics to synthesize polyethylene glycol microbeads for Förster resonance energy transfer based glucose sensing

Here, we utilize microfluidic droplet technology to generate photopolymerizeable polyethylene glycol (PEG) hydrogel microbeads incorporating a fluorescence-based glucose bioassay. A microfluidic T-junction and multiphase flow of fluorescein isothiocyanate dextran, tetramethyl rhodamine isothiocyanate concanavalin A, and PEG in water were used to generate microdroplets in a continuous stream of hexadecane. The microdroplets were photopolymerized mid-stream with ultraviolet light exposure to form PEG microbeads and were collected at the outlet for further analysis. Devices were prototyped in PDMS and generated highly monodisperse 72?±?2 μm sized microbeads (measured after transfer into aqueous phase) at a continuous flow rate between 0.04 ml/h-0.06 ml/h. Scanning electron microscopy analysis was conducted to analyze and confirm microbead integrity and surface morphology. Glucose sensing was carried out using a F?rster resonance energy transfer (FRET) based assay. A proportional fluorescence intensity increase was measured within a 1-10 mM glucose concentration range. Microfluidically synthesized microbeads encapsulating sensing biomolecules offer a quick and low cost method to generate monodisperse biosensors for a variety of applications including cell cultures systems, tissue engineering, etc.     

Fief and benefice feudalism. Two types of academic autonomy in US chemistry

In this article, we apply Max Weber’s ideal types of fief and benefice feudalism to elite and non-elite chemistry departments in the USA. We develop a theoretical analogy of academic feudalism in regard to three dimensions: power relations, engagement with companies, and the impact of structural changes on the autonomy of scholars. We use a mixed methods approach to track changes in productivity and industrial collaboration on a departmental level and the researcher’s understanding of research autonomy on the individual level. On the departmental level, our findings suggest that scholars located at elite departments are able to utilize federal and industrial resources to increase publications over time. On the individual level, we establish that researchers in both segments perceive their autonomy as being very high, whereas practical autonomy differs according to department. While scholars at elite departments remain relatively autonomous in practice, scholars at non-elite departments often tend to tailor their research to specific requirements to receive funding.     

Predicting teachers’ continuance in a virtual learning environment with psychological ownership and the TAM: a perspective from Malaysia

Educational technology research and development - Psychological ownership (PO) is a sense of being psychologically tied to an object to the extent that it becomes part of the extended self. As...     

Utilizing microfluidics to synthesize polyethylene glycol microbeads for F?rster resonance energy transfer based glucose sensing

Here, we utilize microfluidic droplet technology to generate photopolymerizeable polyethylene glycol (PEG) hydrogel microbeads incorporating a fluorescence-based glucose bioassay. A microfluidic T-junction and multiphase flow of fluorescein isothiocyanate dextran, tetramethyl rhodamine isothiocyanate concanavalin A, and PEG in water were used to generate microdroplets in a continuous stream of hexadecane. The microdroplets were photopolymerized mid-stream with ultraviolet light exposure to form PEG microbeads and were collected at the outlet for further analysis. Devices were prototyped in PDMS and generated highly monodisperse 72 ± 2 μm sized microbeads (measured after transfer into aqueous phase) at a continuous flow rate between 0.04 ml/h—0.06 ml/h. Scanning electron microscopy analysis was conducted to analyze and confirm microbead integrity and surface morphology. Glucose sensing was carried out using a Förster resonance energy transfer (FRET) based assay. A proportional fluorescence intensity increase was measured within a 1–10 mM glucose concentration range. Microfluidically synthesized microbeads encapsulating sensing biomolecules offer a quick and low cost method to generate monodisperse biosensors for a variety of applications including cell cultures systems, tissue engineering, etc.     

Greater engagement in and responsibility for learning: what happens when students cross the threshold of student–faculty partnership

The importance of student engagement in higher education is increasingly recognised. As a result, questions have arisen regarding how best to inspire and support students in taking greater interest in and more active responsibility for their learning. Student–faculty partnerships that position students as consultants in explorations of pedagogical practice inspire and support engagement and responsibility that carry over from those partnerships into students' classroom participation. However, such partnership constitutes for many students a ‘threshold concept’. Because partnering with faculty in analyses and revisions of teaching and learning both requires and inspires students to redefine their roles, responsibilities and sense of themselves, student–faculty partnership proves troublesome, transformative, discursive, irreversible and integrative. In a case study of one partnership programme at a liberal arts institution in the Northeastern USA, we discuss how crossing the threshold constituted by student–faculty partnership in pedagogical exploration fosters in students greater engagement in, and responsibility for, learning. Implications for higher education include the potential of reconceptualising our classrooms as more democratic spaces and the work of teaching and learning as more of a shared responsibility.     

Facilitating long-term changes in student approaches to learning science

Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students' opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes through a 20-session, premajors course that introduces students to the rigor expected of bioscience majors and assists their development as science learners. This study uses quantitative and qualitative approaches to assess whether the 2007-2009 BFP achieved its desired short- and long-term impacts on student learning. Adjusting for differences in students' high school grade point average and Scholastic Aptitude Test scores, we found that participation in the BFP was associated with higher grades in two subsequent gateway biology courses, across multiple quarters and instructors. Two to 4 yr after participating in the program, students attributed changes in how they approached learning science to BFP participation. They reported having learned to "think like a scientist" and to value active-learning strategies and learning communities. In addition, they reported having developed a sense of belonging in bioscience communities. The achievement of long-term impacts for a short-term instructional investment suggests a practical means to prepare diverse students for the rigors of science curricula.