The Issue at a Glance

THE ISSUE AT A GLANCE

The Issue at a Glance     

Auswertung von elektromyographischen Signalen zur Steuerung von Exoskeletten

Diese Arbeit stellt ein Modell und ein System zur Steuerung von Exoskeletten mit Hilfe von elektrischen Signalen vor, die an den Muskeln des Benutzers gemessen werden. Anhand dieser Signale wird der eigene Drehmomentbeitrag des Benutzer zur gewünschten Bewegung abgesch?tzt, und ein einstellbarer Faktor bestimmt das vom Exoskelett hinzugefügte Drehmoment in Bezug auf den Beitrag des Benutzers. Die Signale werden durch ein komplexes biomechanisches Modell ausgewertet.     

Meeting the information needs of clinicians for the practice of evidence-based healthcare

This article reports on clinicians’ use of library resources and the competencies they require to access information necessary for the practice of evidence-based healthcare. It is based on the results of a study commissioned by North Thames Region to identify the training needs of clinicians for the adoption and practice of evidence-based healthcare. Participants in this qualitative research study included librarians, clinicians (doctors, nurses and PAMs) and managers from four Acute and Community Trusts in and around London. The research indicates that the majority of clinicians recognize the need to keep up-to-date with changes in their specialty and many visit their libraries on a frequent basis, however, few appear to be searching for information with which to inform their immediate clinical decisions. Our sample acknowledged their low usage of journals such as Bandolier, the Health Effectiveness Bulletin and Journal of Evidence-Based Medicine. Similarly, low use of electronic databases, such as Cochrane and Cinahl, were reported. Examination of skill and self-efficacy levels in accessing and using information databases revealed wide variations across professions, specialities and Trusts. Qualitative research methods were employed to elicit the key competencies required to access clinically relevant research evidence, and a framework for integrating these competencies is presented.     

Influence of stick stiffness and puck weight on puck velocity during slap shots in women’s ice hockey

Previous studies have found that reduced stick stiffness increases puck velocity in young male ice hockey players. This study investigates the hypothesis that female players are disadvantaged by using equipment that is designed for taller and stronger players. The purpose of this study was to investigate if stick flexibility and puck weight affect puck velocity in standing slap shots performed by female ice hockey players. There was a significant increase in puck velocity (4.1%, p = 0.037) when stick stiffness and puck weight were reduced. ANOVA revealed that there was a significant correlation between stick, puck and the participant herself (R ² = 0.987). Spearman’s correlation analysis revealed that participants with higher puck velocities benefitted the most when the stick flexibility and puck weight were reduced (r = 0.648, p = 0.043). It was concluded that decreased stick stiffness and puck weight increased puck velocity in standing slap shots for female ice hockey players.     

A Field-Based Testing Protocol for Assessing Gross Motor Skills in Preschool Children: The CHAMPS Motor Skills Protocol (CMSP)

The purpose of the study was to develop a valid and reliable tool for use in assessing motor skills in preschool children in field based settings. The development of the CHAMPS (Children's Activity and Movement in Preschool Study) Motor Skills Protocol (CMSP) included evidence of its reliability and validity for use in field-based environments as part of large epidemiological studies. Following pilot work, 297 children (3-5 years old) from 22 preschools were tested using the final version of the CMSP and the TGMD-2. Reliability of the CMSP and interobserver reliability were determined using intraclass correlation procedures (ICC; ANOVA). Concurrent validity was assessed using Pearson correlation coefficients to compare the CMSP to the original Test of Gross Motor Development (2(nd) Edition) (TGMD-2). Results indicated that test reliability, interobserver reliability and validity coefficients were all high, generally above R/r = 0.90. Significant age differences were found. Outcomes indicate that the CMSP is an appropriate tool for assessing motor development of 3-, 4-, and 5-year-old children in field-based settings that are consistent with large-scale trials.     

A note on glass and silica in oil paintings from the 15th to the 17th century

This articles reports new discoveries relating to ground glass and silica in European easel paintings from the 15th to the 17th centuries that were created by various German, Italian and Netherlandish artists. The earliest known additions of these extenders date to the early 1430s. Glass powder of varying fineness, prepared from vessel or window cullet, is often found in red lake glazes as well as in other colours or preparatory layers of paintings. SEM/EDX analyses of the glass particles reveal a variety of chemical compositions (soda ash, wood ash, wood ash-lime, wood ash-lead, mixed alkali), which are discussed with respect to the provenance of the paintings. Historical sources on painting techniques mention glass additions most frequently to accelerate drying of oil paints, but also occasionally to facilitate grinding of pigments. Another possible function of powdered glass and silica, especially in oil-bound red lake glazes, is that of a transparent filler, as will be here discussed based on paint trials.     

The role of knowledge in participatory and pluralistic approaches to ESE

The purpose of this article is to investigate in situ the functions that knowledge has when used by students in argumentative discussions. The study is based on Dewey’s pragmatic perspective of knowledge, which means that knowledge gets its meaning in the activity at hand. The analyses are conducted using Transactional Argumentation Analysis, which is a combination of pragmatic meaning analysis and Toulmin’s argument pattern. The empirical material consists of video-recorded lessons from two seminars in a Swedish upper secondary school. The results show that knowledge plays a crucial role in the discussions. Six different functions are identified: emphasising complexity, clarifying and correcting, highlighting conflicting interests, providing evidence in a counterargument, predicting the consequences and adding support to an earlier claim. Knowledge also has general functions, such as justifying a claim, and is part of a collective process aimed at understanding the issues discussed. Further, the students use knowledge from different disciplines, such as environmental studies, history, politics, biology and human geography.     

Hearing Where the Eyes See: Children Use an Irrelevant Visual Cue When Localizing Sounds

To reduce sensory uncertainty, humans combine cues from multiple senses. However, in everyday life, many co‐occurring cues are irrelevant to the task at hand. How do humans know which cues to ignore? And does this ability change with development? This study shows the ability to ignore cross‐modal irrelevant information develops late in childhood. Participants performed a sound discrimination task, with or without an irrelevant visual flash, presented synchronously in front of them. Adults ignored the irrelevant visual information, while 7‐ to 10‐year‐olds' responses were biased toward the flash location. The findings show that acquiring mature cue combination mechanisms is a multifaceted process that includes learning to ignore irrelevant cues, as well as to optimally combine relevant cues.     

Sind die bildungswissenschaftlichen Standards für die Lehramtsausbildung in den Curricula der Hochschulen angekommen?

During the Bologna reforms, the Standing Conference of the Ministers of Education and Cultural Affairs (abbr.: Standing Conference) formulated education standards for higher education teacher training programmes (KMK 2004a) in the areas of teaching, educating, diagnostics, and innovation. Currently there is very little research on the extent to which these education standards are reflected in the teacher training curriculums at universities. This contribution analyses the course regulations, module handbooks, and exam regulations for teacher training programmes at 16 universities for the inclusion of content required by the education standards. The document analysis shows that a large proportion of the education standards introduced by the Standing Conference (KMK 2004a) are not considered by the curriculums of many universities.