Game-based learning or game-based teaching?

Emerging technologies for learning report - Article exploring games based learning and its potential for edcuatio

High-resolution ultrasound visualization of the recurrent motor branch of the median nerve: normal and first pathological findings

Purpose To evaluate in a prospective study the possibility of visualization and diagnostic assessment of the recurrent motor branch (RMB) of the median nerve with high-resolution ultrasound (HRUS). Materials and methods HRUS with high-frequency probes (1822 MhZ) was used to locate the RMB in eight fresh cadaveric hands. To verify correct identification, ink-marking and consecutive dissection were performed. Measurement of the RMB maximum transverse-diameter, an evaluation of the origin from the median nerve and its course in relation to the transverse carpal ligament, was performed in both hands of ten healthy volunteers (n=20). Cases referred for HRUS examinations for suspected RMB lesions were also assessed. Results The RMB was clearly visible in all anatomical specimens and all volunteers. Dissection confirmed HRUS findings in all anatomical specimens. Mean RMB diameter in volunteers was 0.7 mm 0.1 (range, 0.61). The RMB originated from the radial aspect in 11 (55%), central aspect in eight (40%) and ulnar aspect in one (5%) hand. Nineteen (95%) extraligamentous courses and one (5%) subligamentous course were detected. Three patients with visible RMB abnormalities on HRUS were identified. Conclusion HRUS is able to reliably visualize the RMB, its variations and pathologies. Key Points Ultrasound allows visualization of the recurrent motor branch of the median nerve. Ultrasound may help clinicians to assess patients with recurrent motor branch pathologies. Patient management may become more appropriate and targeted therapy could be improved.(VLID)354468

Feminist thought(s) as dirty intellectuality: the case of Andrea Dworkin

The wide spectrum of feminist thoughts, from art to epistemology, which are centred around gender and its multi-leveled arrangements in society is, when not aligned with predominant epistemic premises or artistic standards of hegemonic masculinity, rendered as Other or dirty. The concept of Otherness is ascribed to the knower/producer on behalf of her sex and her epistemic focus, which transgresses several dichotomous frameworks of the body–mind dualism, epistemological traditions, gendered categorization of professions, gender binarism and body norms of conventional femininity. The life and work of radical feminist Andrea Dworkin was analyzed in order to confirm the theoretical premise of the article, namely that when a woman positions herself as a knower and produces knowledge, (self)categorized as a feminist, she is perceived as a threat to the system of structures, discourses and practices of the gender order

Feminist thought(s) as dirty intellectuality: the case of Andrea Dworkin

Das breite Spektrum feministischer Gedanken von der Kunst bis zur Erkenntnistheorie, die sich um Geschlecht und seine vielfältigen Arrangements in der Gesellschaft drehen, werden als "anders" oder "schmutzig" dargestellt, wenn diese sich nicht in vorherrschende erkenntnistheoretische Prämissen oder künstlerische Standards der hegemonialen Männlichkeit einordnen lassen. Das Konzept der Andersheit wird der Wissenden/ Produzentin aufgrund ihres Geschlechtes und ihres epistemischen Fokus zugeschrieben, der dichotome Rahmungen eines Körper-Geist-Dualismus, erkenntnistheoretische Traditionen, geschlechtsspezifische Berufseinteilungen, Geschlechtsbinarismus und Körpernormen konventioneller Weiblichkeit durchbricht. Das Leben und Werk der radikalen Feministin Andrea Dworkin wird in der Analyse herangezogen, um die folgende theoretische Prämisse des Artikels zu bestätigen: Eine Frau, die sich als Wissende positioniert, Wissen produziert und als Feministin (selbst)kategorisiert (wird), wird als eine Bedrohung für das System der Geschlechterordnung, seine Strukturen, Diskurse und Praktiken wahrgenommen.The wide spectrum of feminist thoughts, from art to epistemology, which are centred around gender and its multi-leveled arrangements in society is, when not aligned with predominant epistemic premises or artistic standards of hegemonic masculinity, rendered as Other or dirty. The concept of Otherness is ascribed to the knower/ producer on behalf of her sex and her epistemic focus, which transgresses several dichotomous frameworks of the body-mind dualism, epistemological traditions, gendered categorization of professions, gender binarism and body norms of conventional femininity. The life and work of radical feminist Andrea Dworkin was analyzed in order to confi rm the theoretical premise of the article, namely that when a woman positions herself as a knower and produces knowledge, (self)categorized as a feminist, she is perceived as a threat to the system of structures, discourses and practices of the gender order

The Influence of Employees’ Values on the Acquisition of Knowledge in Organizations

In this paper, we focus on the importance and influence of employees’ values as an essential element of organizational culture in the acquisition of knowledge. Based on empirical research, we studied the influence of employees’ values in Slovenian organizations on the acquisition of knowledge, enabling us to identify the core values that exert the greatest effect on the acquisition of knowledge. The results of the analysis confirmed the positive impact of employees’ values on the acquisition of knowledge. We found that the more employees are dedicated to personal development and the more they feel connected and loyal to the organization, the more they are inclined to the development and acquisition of knowledge.V prispevku se osredotočamo na raziskovanje pomena in vpliva vrednot zaposlenih kot bistvene sestavine organizacijske kulture na pridobivanje znanja. Na podlagi empirične raziskave smo proučevali vpliv vrednot zaposlenih na pridobivanje znanja v slovenskih organizacijah in ugotavljali, katere so ključne vrednote, ki najbolj vplivajo na pridobivanje znanja. Rezultati analize so potrdili pozitiven vpliv vrednot zaposlenih na pridobivanje znanja. Ugotavljamo, da so zaposleni bolj naklonjeni razvoju in pridobivanju znanja, če se bolj posvečajo osebnemu razvoju ter če čutijo večjo pripadnost organizaciji in močnejšo povezanost z njo

Strength of culture and transfer of knowledge in organizations

This paper analyses the effects of organizational culture on the transfer of knowledge in organizations. While prior literature has considered relations between individual classifications of organizational culture and the whole process of knowledge development, we focused our analysis on the dimension of cultural strength and its effects on the selected phase of knowledge transfer in organizations. Our study suggested that organizations need to analyse how weak and strong organizational culture affects knowledge in organizations. The study drew upon the behavioural, organizational, and knowledge management theories and analysed answers from 138 respondents in Slovenian organizations. Analysing knowledge data demonstrates that older respondents and employees in managerial positions are more prone to knowledge transfer. The analysis shows that the strength of organizational culture is positively and statistically significantly associated with knowledge transfer in organizations. The main practical implication of this study is our finding, which suggests that organizations need to further improve the transfer of knowledge through increasing the strength of organizational culture

Debriefing after Simulation: Guidelines for Faculty and Students

Debriefing is an essential component of simulation that is used in nursing education. It can be defined as an activity that follows a simulation experience that is led by a facilitator where feedback is provided on the participants’ performance, all aspects of the simulation activities are discussed, and reflective thinking is encouraged. The review of the literature identifies significant learning occurs through discussion and reflection during debriefing. The literature also illustrates the need for research on the process, the environment, the student and facilitator roles, a theoretical framework, and a model for debriefing. The purpose of this project is to design a debriefing tool and process to be used following simulation activities to enhance student learning. From an extensive literature review a model was developed to guide debriefing following simulation activities to optimize student reflection and enhance learning