Electrocardiogram (ECG) patterns of left anterior fascicular block and conduction impairment in ventricular myocardium: a whole-heart model-based simulation study

Left anterior fascicular block (LAFB) is a heart disease identifiable from an abnormal electrocardiogram (ECG). It has been reported that LAFB is associated with an increased risk of heart failure. Non-specific intraventricular conduction delay due to the lesions of the conduction bundles and slow cell to cell conduction has also been considered as another cause of heart failure. Since the location and mechanism of conduction delay have notable variability between individual patients, we hypothesized that the impaired conduction in the ventricular myocardium may lead to abnormal ECGs similar to LAFB ECG patterns. To test this hypothesis, based on a computer model with a three dimensional whole-heart anatomical structure, we simulated the cardiac exciting sequence map and 12-lead ECG caused by the block in the left anterior fascicle and by the slowed conduction velocity in the ventricular myocardium. The simulation results showed that the typical LAFB ECG patterns can also be observed from cases with slowed conduction velocity in the ventricular myocardium. The main differences were the duration of QRS and wave amplitude. In conclusion, our simulations provide a promising starting point to further investigate the underlying mechanism of heart failure with LAFB, which would provide a potential reference for LAFB diagnosis. the angulation of impaction having little effect on facture risk.     

A note on the Marcinkiewicz integral operators on Fp^a,q

In this paper, we shall prove that the Marcinkiewicz integral operator #n, when its kernel Ω satisfies the L^1-Dini condition, is bounded on the Triehel-Lizorkin spaces. It is well known that the Triehel-Lizorkin spaces are generalizations of many familiar spaces such as the Lehesgue spaces and the Soholev spaces. Therefore, our result extends many known theorems on the Marcinkiewicz integral operator. Our method is to regard the Marcinkiewicz integral operator as a vector valued singular integral. We also use another characterization of the Triehel-Lizorkin space which makes our approach more clear.     

Inquiry-based Learning and Digital Libraries in Undergraduate Science Education

The purpose of this paper is twofold: to describe robust rationales for integrating inquiry-based learning into undergraduate science education, and to propose that digital libraries are potentially powerful technological tools that can support inquiry-based learning goals in undergraduate science courses. Overviews of constructivism and situated cognition are provided with regard to how these two theoretical perspectives have influenced current science education reform movements, especially those that involve inquiry-based learning. The role that digital libraries can play in inquiry-based learning environments is discussed. Finally, the importance of alignment among critical pedagogical dimensions of an inquiry-based pedagogical framework is stressed in the paper, and an example of how this can be done is presented using earth science education as a context.     

Correlates of verbally aggressive communication in adolescents

This investigation identifies demographic, media, and social correlates of verbally aggressive communication in adolescence. Mail surveys were completed and returned by 2,300 adolescents between the ages of 13 and 15. These adolescents were asked about the prevalence of verbal and physical aggression, the context in which it occurred, demographics, and the interpersonal and media influences in their lives. The results indicate that verbal aggression is widespread, that committing and experiencing verbal aggression is largely reciprocal, that there is a strong relationship between committing verbal and physical aggression, and that peer social influence and listening to violently oriented music are mildly related to verbal aggression in adolescents. These findings suggest more resources should be allocated to teaching adolescents to understand and control verbal aggression. Further, they provide important answers to many prevention and intervention programmatic questions, including context, content, and targeting concerns. Since the negative consequences of verbal aggression are severe and long lasting, decreasing this destructive communication behavior should significantly improve the lives of many adolescents. These and other practical implications are expanded upon and discussed.     

Fusing different information retrieval systems according to query-topics: a study based on correlation in information retrieval systems and TREC topics

To evaluate Information Retrieval Systems on their effectiveness, evaluation programs such as TREC offer a rigorous methodology as well as benchmark collections. Whatever the evaluation collection used, effectiveness is generally considered globally, averaging the results over a set of information needs. As a result, the variability of system performance is hidden as the similarities and differences from one system to another are averaged. Moreover, the topics on which a given system succeeds or fails are left unknown. In this paper we propose an approach based on data analysis methods (correspondence analysis and clustering) to discover correlations between systems and to find trends in topic/system correlations. We show that it is possible to cluster topics and systems according to system performance on these topics, some system clusters being better on some topics. Finally, we propose a new method to consider complementary systems as based on their performances which can be applied for example in the case of repeated queries. We consider the system profile based on the similarity of the set of TREC topics on which systems achieve similar levels of performance. We show that this method is effective when using the TREC ad hoc collection.     

Understanding the Realities of School Life: Recommendations for the Preparation of Physical Education Teachers

While quality physical education teacher education requires recruits to be trained in the knowledge, skills, and dispositions necessary for effective teaching, research stemming from socialization theory and role theory indicates that this may not be adequate. Pre-service teachers also need to be made aware of organizational challenges they will face when transitioning into their first teaching position. These challenges stem from the ways in which recruits are socialized into physical education, and are related to the complex, sociopolitical structure of schooling. The purpose of this article is to provide a review of the organizational challenges faced by beginning physical education teachers and to present recommendations for how teacher training programs can better prepare pre-service teachers to meet these challenges. The discussion includes both general and specific strategies that can be implemented to provide pre-service teachers with the knowledge and skills necessary to enhance their ability to navigate life in the sociopolitical contexts of schools. Preparing students for the realities of school life should correspond with a decrease in reality shock and the washout effect.     

Towards achieving the Sustainable Development Goals: Revisiting language of instruction in Tanzanian secondary schools

Research has been conducted on the detrimental effects of using a foreign language for learning in Tanzania’s secondary schools. While most studies recommend the use of a familiar language for instruction, the use of a foreign language in secondary education in Tanzania has been maintained. This has many consequences on the quality of education, and contributes to student dropout. Presenting a study carried out in the semi-rural areas of Dar es Salaam region in Tanzania, this article examines the extent to which language of instruction (LOI) contributes to school dropout. It postulates that the use of a foreign language for teaching and learning in Tanzanian secondary schools hinders the achievement of the United Nations’ Sustainable Development Goals (SDGs). The study’s findings, drawn from exploratory and qualitative narrative research, indicate that, notwithstanding the presence of several other factors, the use of a foreign language as LOI is a major contributor to student dropout. The use of an unfamiliar language of instruction contributes to students’ lack of interest in and disengagement from learning, which ultimately pushes them out of the school system. This is because students usually perform poorly when an unfamiliar language is used as the language of examination and in classroom interaction. The study also reveals that the voices of both teachers and students are not in consonance with what would be expected in an ideal classroom teaching and learning environment. Student dropout from secondary education caused by an inappropriate LOI leads to myriad further problems which, in turn, negatively affect realisation of the SDGs in Tanzania. This article, therefore, concludes that LOI needs to be strongly factored into the development agenda. In order to ensure equitable access to quality secondary education, as required by SDG 4, the Government of Tanzania needs to adopt a language policy that promotes effective teaching and equal access to quality education in secondary schools.