Аналіз роботоздатності редуктора копачів коренезбиральної машини

Models and simulations are commonly used to study deep brain stimulation (DBS). Simulated stimulation fields are often defined and visualized by electric field isolevels or volumes of tissue activated (VTA). The aim of the present study was to evaluate the relationship between stimulation field strength as defined by the electric potential V, the electric field E, and the divergence of the electric field ∇(2) V, and neural activation. Axon cable models were developed and coupled to finite-element DBS models in three-dimensional (3-D). Field thresholds ( VT , ET, and ∇(2) VT ) were derived at the location of activation for various stimulation amplitudes (1 to 5 V), pulse widths (30 to 120 μs), and axon diameters (2.0 to 7.5 μm). Results showed that thresholds for VT and ∇(2) VT were highly dependent on the stimulation amplitude while ET were approximately independent of the amplitude for large axons. The activation field strength thresholds presented in this study may be used in future studies to approximate the VTA during model-based investigations of DBS without the need of computational axon models.This work was supported by the European Union's Seventh Framework Programme IMPACT (Grant 305814) and by the Swedish Research Council (Grant 621-2013-6078). Asterisk indicates corresponding author.</p

The Complementary Roles of IMS LD and IMS QTI in Supporting Effective Web-based Formative Assessment

Effective formative assessment can be characterized by integrating assessment and instruction, engaging both teachers and students, using various assessment methods, and providing constructive and personalized feedback. In this paper, we propose a standard-based and service-oriented approach to support web-based formative assessment. We present how to develop online formative assessment by using an integrated IMS Learning Design (LD) and IMS Question and Test Interoperability (QTI) authoring tool. Moreover, we present how a formative assessment can be executed in an integrated LD and QTI run-time environment. In comparison with other approaches, our approach can facilitate the development of web-based formative assessment with characteristics leading to effectiveness

Using the Personal Competence Manager as a complementary approach to IMS Learning Design authoring

Vogten, H., Koper, R., Martens, H., & Van Bruggen, J. (2008). Using the Personal Competence Manager as a complementary approach to IMS Learning Design authoring. Interactive Learning Environments, 16(1), 83-100.In this article TENCompetence will be presented as a framework for lifelong competence development. More specifically, the relationship between the TENCompetence framework and the IMS Learning Design (LD) specification is explored. LD authoring has proven to be challenging and the toolset currently available is targeting expert users mostly working for institutions of higher educations. Furthermore these tools re-enforce a fairly rigid top-down workflow approach towards design and delivery. This approach it is not always the most suitable model in all circumstances for all practitioners. TENCompetence provides an alternative bottom-up approach to LD authoring via its first implementation: the Personal Competence Manager (PCM). Constructs such as competence profiles and competence development programmes, let users define, modify, and acquire competences they need for achieving their personal goals. We will show how the PCM provides support for these constructs and stimulates the bottom-up development of learning materials. We will also show how these concepts can be mapped towards LD. This allows the ad hoc designs of the PCM to be captured in a Unit of Learning (UOL). These UOLs can be enhanced and eventually fed back into the PCM, therewith closing the edit cycle. This editing cycle allows for a gradual integration of bottom-up ad hoc designs with more formal top-down designs introducing LD in a gentle fashion.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

How to use IMS Learning Design and SCORM 2004 together

Paper accepted for the SCORM 2006 conference. Tamkang University, Taipei, Taiwan, January 17 - 19, 2006, http://ia.nknu.edu.tw/scorm2006/Standardisation plays an increasingly important role in e-learning, requiring designers to make choices as to the route to be followed during the development of e-learning courses. IMS Learning Design is an e-learning specification which allows e-learning designers to describe Units of Learning – delimited pieces of education or training, such as courses, modules or lessons. SCORM 2004 is the latest version of Advanced Distributed Learning’s reference model for e-learning, which describes a content model and run-time environment for Shareable Content Objects. IMS Learning Design and SCORM 2004 are often positioned as mutually exclusive alternatives. This article outlines the case for using the two together and examines approaches to achieving integration between Units of Learning and Shareable Content Objects

Integrating IMS Learning Design and IMS Question and Test Interoperability using CopperCore Service Integration

Please, cite this publication as: Vogten, H., Martens, H., Nadolski, R., Tattersall, C., van Rosmalen, P., & Koper, R. (2006). Integrating IMS Learning Design and IMS Question and Test Interoperability using CopperCore Service Integration. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March 30th-31st, Sofia, Bulgaria: TENCompetence. Retrieved June 30th, 2006, from http://dspace.learningnetworks.orgThis article describes a framework for the integration of e-learning services. There is a need for this type of integration in general, but the presented solution was a direct result of work done on the IMS Learning Design specification (LD). This specification relies heavily on other specifications and ser-vices. The presented architecture is described using the example of two of such services: CopperCore, an LD service and APIS, an IMS Question and Test Interoperability service. One of the design goals of the architecture was to minimize the intrusion for both the services as well as any legacy client that already uses these services.This work has been sponsored by the EU project TENCompetenc

ID3.24 - Updated design for release 6.0 of the TENCompetence software

Vogten, H., Martens, H., Heyenrath, S., Lemmers, R., Alberts, J., Finders, A., & Schaeps, L. (2009). ID3.24 - Updated design for release 6.0 of the TENCompetence software. TENCompetence.Describes the software architecture of release 6.0 of the PCM, the final release of the project, to developers that need to use, extend or change the PCM server. The views from the 4+1 approach by Kruchten are used to describe the software architecture.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

Designing a Learning Design Engine as a Collection of Finite State Machines

Please cite as: Vogten, H., Tattersall, C., Koper, R., van Rosmalen, P., Brouns, F., Sloep, P., van Bruggen, J. & Martens, H. (2006). Designing a Learning Design Engine as a Collection of Finite State Machines. International Journal on E-Learning. 5 (4), pp. 641-661Specifications and standards for e-learning are becoming increasingly sophisticated and complex as they deal with the core of the learning process. Simple transformations are not adequate anymore to successfully implement these latest specifications and standards for e-learning. IMS Learning Design (LD) (IMS, 2003b) is a representative of such a new specification in the field of e-learning. Its declarative nature, expressiveness and scope increase the complexity for any implementation. This probably is the largest hurdle that stands in the way of successful general deployment of this type of specifications. This article describes how an engine for interpreting LD can be designed as a collection of finite state machines (FSMs). A finite state machine is a computational model where a system is described through a finite number of states and their transition functions that map the change from one state to another. In the case of LD each state can be seen as constructed from a set of properties which can either be declared explicitly in LD or implicitly by the engine. State transitions are implemented through a mechanism of events and event handlers, completing the finite state machine. By re-using certain type of properties across FSMs it is possible to create an automatic propagation mechanism taking care of group dynamics without the need for any additional efforts. With the FSMs in place, personalization, one of the key features of LD, becomes a simple task. By combining the principles presented in the article, it becomes clear that an elegant design becomes feasible. This is demonstrated in the first actual implementation called CopperCore (Martens, Vogten, Rosmalen, & Koper, 2004).Alfanet (IST-2001-33288

Health and frailty among older spousal caregivers:an observational cohort study in Belgium

Abstract Background Among older couples, spouses are first in line to provide care, and they are key elements in the home support of dependent older persons. In this context, ensuring the health of these older spousal caregivers should be an important issue for all of the providers who care for older adults. The aim of this study was to longitudinally assess the health of older spousal caregivers considering frailty, nutrition, cognition, physical performance and mood disorders. Methods In this longitudinal, observational cohort study, participants were assessed at home in Wallonia, Belgium. At baseline, 82 community-dwelling spouses of older patients with cognitive deficits or functional impairment were assessed; 78 caregivers were assessed at follow-up (16 months). The clinical instruments used included Frailty Phenotype (Fried), the Mini Nutritional Assessment-short form (MNA-SF), Short Physical Performance Battery (SPPB), Geriatric Depression Scale (GDS-15), clock drawing test, medications, Zarit Burden Index (ZBI), and Caregiver Reaction Assessment (CRA). Biological assessments included plasma interleukin-6 (IL-6), ultrasensitive C-reactive protein (CRP), cortisol, albumin and insulin growth factor-1 (IGF-1). Results Among caregivers, 54% were women, and the mean age was 80 years. Among care-receivers, 83% had cognitive impairment. Caregivers were more likely to be in a pre-frail stage. In one-third of the caregivers, the frailty status worsened. Transitions were observed between each of the states, except from frail to robust. In contrast to frailty, items including nutrition, cognitive status, SPPB and mood assessments were stable over time, with approximately 70% of the caregivers not experiencing significant change at follow-up. Caregiver experiences assessed with the Zarit Burden Interview and CRA were relatively stable over 16 months. Conclusion Many caregivers of geriatric patients are spouses who are old themselves. A failure in the health of the caregiver may anticipate an undesired care breakdown. Caregiver health and its determinants should be explored in future longitudinal studies that cover a longer time period