Mobilise-D insights to estimate real-world walking speed in multiple conditions with a wearable device

This study aimed to validate a wearable device’s walking speed estimation pipeline, considering complexity, speed, and walking bout duration. The goal was to provide recommendations on the use of wearable devices for real-world mobility analysis. Participants with Parkinson’s Disease, Multiple Sclerosis, Proximal Femoral Fracture, Chronic Obstructive Pulmonary Disease, Congestive Heart Failure, and healthy older adults (n = 97) were monitored in the laboratory and the real-world (2.5 h), using a lower back wearable device. Two walking speed estimation pipelines were validated across 4408/1298 (2.5 h/laboratory) detected walking bouts, compared to 4620/1365 bouts detected by a multi-sensor reference system. In the laboratory, the mean absolute error (MAE) and mean relative error (MRE) for walking speed estimation ranged from 0.06 to 0.12 m/s and − 2.1 to 14.4%, with ICCs (Intraclass correlation coefficients) between good (0.79) and excellent (0.91). Real-world MAE ranged from 0.09 to 0.13, MARE from 1.3 to 22.7%, with ICCs indicating moderate (0.57) to good (0.88) agreement. Lower errors were observed for cohorts without major gait impairments, less complex tasks, and longer walking bouts. The analytical pipelines demonstrated moderate to good accuracy in estimating walking speed. Accuracy depended on confounding factors, emphasizing the need for robust technical validation before clinical application. Trial registration: ISRCTN – 12246987

Parent and student voice in evaluation and planning in schools

Current approaches to the regulation of schools in most jurisdictions tend to combine elements of external inspection with systems of internal self-evaluation. An increasingly important aspect of the theory and practice of both, but particularly the latter, revolves around the role of other actors, primarily parents and students, in the process. Using literature review and documentary analysis as the research method, this article explores the research literature from many countries around the concerns of schools and teachers about giving a more powerful voice to parents and pupils. Then, focusing on Ireland, this article tries to clarify three things, official policy concerning stakeholder voice in school self-evaluation and decision making, the efforts by schools to implement this policy and the response to date of school leaders and teachers to this rather changed environment. Using Hart’s ladder of genuine, as opposed to token, participation, it is argued that policy mandating parental and student involvement has evolved significantly, that schools have responded positively and that there is little evidence, as yet, of teacher concern or resistance. This response is explained by the low stakes and improvement-focused education environment; the controlled, structured and simplified nature of the self-evaluation process; and the limited extent of parental and student participation in decision making.info:eu-repo/semantics/publishedVersio

Origin and distribution of the brachial plexus of the Van cats.

AbstractKnowing the structure and variations of the plexus brachialis is important in neck and shoulder surgery. The knowledge of the brachial plexus reduces the injury rate of the nerves in surgical interventions to the axillary region. The major nerve trunks of the thoracic limb were the suprascapular, subscapular, axillary, radial, musculocutaneous, median and ulnar nerves. In Van cats, the brachial plexus was formed by the ventral branches of the spinal nerves, C6-C7-C8 and T1. The 7th cervical nerve was quite thick compared to the others. The subscapular nerve was the thinnest (on the right side, the average length was 6.55 ± 0.60 mm and on the left side was 6.50 ± 0.60 mm), and the radial nerve was the thickest (the average length on the right side was 28.48 ± 0.44 mm and on the left side was 29.11 ± 0.55 mm). The suprascapular nerve was formed by the ventral branch of the 6th cervical nerve. The subscapular nerves were formed by a branch originating from the 6th cervical nerve and the two medial and caudal branches originating from the 7th cervical nerve. No communicating branch between the ulnar nerve and the median nerve was observed in the palmar region. The axillary nerve was formed by the ventral branches of the 7th nerve, the musculocutaneous nerve was formed by ventral branches of the 6th and 7th cervical nerves, and the ulnar nerve was formed by ventral branches of the 8th cervical and the 1st thoracic nerves. The radial nerve was the thickest branch in the brachial plexus. In Van cats, the origin and distribution of nerves were similar to those reported in the literature for other species of cats, with the exception of the suprascapular, subscapular and axillary nerves.KEYWORDSbrachial plexus, nerves, thoracic limb, Van cat</p

The Ongoing Eruption in Montserrat

Volcanology became a modern, interdisciplinary science after two deadly eruptions in 1902 killed 36,000 people and researchers realized the need for a better understanding of volcano behavior. In a Perspective, the staff of the Montserrat Volcano Observatory give an overview of what is known about a current hazard: the Soufriere Hills volcano