Implementación de pantalla multitouch para sala multisensorial de una escuela especial

Fil: Meirovich, Ana Josefina. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas, Físicas y Naturales. Laboratorio de Ingeniería en Rehabilitación; Argentina.Fil: Costamagna, Valentina. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas, Físicas y Naturales. Laboratorio de Ingeniería en Rehabilitación; Argentina.Fil: Barrios, Noelia Luciana. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas, Físicas y Naturales. Laboratorio de Ingeniería en Rehabilitación; Argentina.Fil: Beltramone, Diego A. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas, Físicas y Naturales. Laboratorio de Ingeniería en Rehabilitación; Argentina.El presente proyecto tiene por objetivo la construcción de una pantalla multitáctil, necesaria para cumplir con uno de los objetivos específicos de su proyecto marco plicación de interfaces naturales en salas multisensoriales SeCyT 2014-2015), encuadrado en la Escuela Especial Beatriz Angélica Martínez Allio de la ciudad de Córdoba, donde concurren aproximadamente 140 alumnos con trastornos psicomotores e intelectuales asociados. La hipótesis del proyecto marco plantea que en las salas multisensoriales el complemento de tecnología adecuada, con interfaces naturales, permite una mejora en el proceso de integración sensorial de alumnos con trastornos psicomotores respecto de las tecnologías comúnmente utilizadas. Siguiendo esta hipótesis, el objetivo general del mismo es mejorar el proceso de integración sensorial de los alumnos con trastornos psicomotores que asisten a la escuela mencionada, a través de la incorporación e implementación de interfaces naturales para el trabajo con computadoras en el ámbito educativo, ofreciendo al docente una herramienta complementaria para el desarrollo de sus actividades diarias. El proyecto marco es continuación de un proyecto SeCyT 2012-2013 En búsqueda de interfaces naturales para personas con discapacidad [1].http://www.sabi2015.gadib.com.ar/resumenes/resumenes.pdfFil: Meirovich, Ana Josefina. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas, Físicas y Naturales. Laboratorio de Ingeniería en Rehabilitación; Argentina.Fil: Costamagna, Valentina. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas, Físicas y Naturales. Laboratorio de Ingeniería en Rehabilitación; Argentina.Fil: Barrios, Noelia Luciana. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas, Físicas y Naturales. Laboratorio de Ingeniería en Rehabilitación; Argentina.Fil: Beltramone, Diego A. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas, Físicas y Naturales. Laboratorio de Ingeniería en Rehabilitación; Argentina.Otras Ingeniería Médic

New families of symplectic splitting methods for numerical integration in dynamical astronomy

We present new splitting methods designed for the numerical integration of near-integrable Hamiltonian systems, and in particular for planetary N-body problems, when one is interested in very accurate results over a large time span. We derive in a systematic way an independent set of necessary and sufficient conditions to be satisfied by the coefficients of splitting methods to achieve a prescribed order of accuracy. Splitting methods satisfying such (generalized) order conditions are appropriate in particular for the numerical simulation of the Solar System described in Jacobi coordinates. We show that, when using Poincar\'e Heliocentric coordinates, the same order of accuracy may be obtained by imposing an additional polynomial equation on the coefficients of the splitting method. We construct several splitting methods appropriate for each of the two sets of coordinates by solving the corresponding systems of polynomial equations and finding the optimal solutions. The experiments reported here indicate that the efficiency of our new schemes is clearly superior to previous integrators when high accuracy is required.Comment: 24 pages, 2 figures. Revised version, accepted for publication in Applied Numerical Mathematic

Organisational culture and TQM implementation: investigating the mediating influences of multidimensional employee readiness for change

Despite the robust evidence for the direct relationship between organisational culture (OC) and total quality management (TQM), the mechanisms underlying this relationship are not fully explored and have received little empirical attention. This paper extends prior TQM research in a novel way by building and then empirically testing a theoretical model that includes the mediating role of employee readiness for change dimensions (ERFCs) in the OC-TQM relationship. The paper adds value through its contextual originality in being one of the first studies that are conducted in Algeria; which has special ties with the EU geographically, politically and economically. The empirical data for this study was drawn by distributing a questionnaire to 226 middle managers of Algerian firms. Our findings support the mediating roles of two dimensions of ERFC, namely: self-efficacy (ERFC1) and personal valence (ERFC4) in the OC-TQM relationship. This indicates that the improvement in TQM implementation is not a direct consequence of supportive organisational culture but rather of self-efficacy and personal valence transferring the impact of group and adhocracy culture to TQM. To this effect, these results go beyond previous research and contribute significantly in explaining the underlying psychological mechanisms in the OC-TQM relationships model

Student-centered tutoring as a model for patient-centeredness and empathy

Adaya Meirovich,1 Rosalie Ber,2 Michael Moore,3 Avi Rotschild4 1Department of Management of Service Organizations, Hadassah Academic College, Jerusalem, 2Medical Education Unit, Ruth and Bruce Faculty of Medicine, 3Faculty of Education in Science & Technology, 4Department of Neonatology, Carmel Medical Center, Ruth and Bruce Faculty of Medicine, Technion, Israeli Institute of Technology, Haifa, Israel Background: Curriculum planners and medical teachers attempt to enhance medical students’ empathy and patient-centeredness. Despite educational efforts, there is stability in medical students’ empathy and patient-centered medicine during the preclinical stage and a decline in both of them throughout the clinical years. Student–tutor relationship plays a key role in students’ learning. This study tests the effect of learner-centered tutoring on students’ empathy, patient-centeredness, and behavior. Participants and methods: The cohort of 55 students was divided into groups of seven or eight. The experimental group’s tutors underwent LC mentoring. Empathy was assessed with the Jefferson Scale of Physician Empathy for Students; PC attitude was assessed with the Patient–Provider Orientation Scale (PPOS). Behavior was assessed by simulations of doctor–patient encounters with 32 students at the end of the third year. Each student participated in three such simulations, during which we analyzed ten aspects of physician–patient communication via Roter interaction analysis system (RIAS)-coded audiotapes. Results: A significant group difference was found for three RIAS categories: building a relationship and patient-centeredness, where the mean percentage of the experimental group was significantly higher than that of the control group, and gathering data, where the mean percentage of the experimental group was significantly lower than that of the control group. A significant correlation was found in the experimental group between empathy and positive talk and between PPOS and three of the RIAS categories: gathering data, psychosocial talk, and patient-centeredness. A significant negative correlation was found in the experimental group between PPOS and two of the RIAS categories: negative talk and doctor–centeredness. Two significant negative correlations were found in the control group: between empathy and patient-centeredness and PPOS and negative talk. Conclusion: The LC approach supports two of the RIAS categories, corresponding to clinical empathy and PC care and the link between certain behaviors and the PPOS. Keywords: undergraduate, medical students, teaching methods, doctor-patient relationship, medical teacher, randomized controlled trial, health professional educatio