Deep Hole States in Medium Mass Nuclei

Supported by the National Science Foundation and Indiana Universit

Motivation for orthognathic treatment and anticipated satisfaction levels - a two-centre cross-national audit

PURPOSE: This audit investigated factors which motivate patients to seek orthognathic treatment, assessed how confident patients were that they would be satisfied with the outcome of treatment, and explored possible influencing factors. MATERIALS AND METHODS: Questionnaires were distributed to pre-surgical patients at two centres (United Kingdom and Switzerland); questions asked what patients wished to gain from orthognathic treatment and how confident they were that they would be satisfied with treatment outcome. Gender, age and location were recorded as demographic variables, and type of malocclusion was also recorded. RESULTS: A total of 202 questionnaires were returned (UK, n=149; Switzerland, n=53). Reported motivating factors focused on improvements in aesthetics (specified and unspecified) (UK vs. Switzerland: 91.3% vs. 83.0%), function (72.5% vs. 66.0%), psychosocial health (51.7% vs. 20.8%), speech (4.0% vs. 7.5%), alleviation of pain (5.4% vs. 17%) and normalization of breathing (1.3% vs. 7.5%). No significant relationships were observed relative to patient age, gender or malocclusion. The anticipated satisfaction levels were generally high (86.5% vs. 89.9%). CONCLUSION: Although the distribution of motivational factors varied between the two sites, it did not affect the anticipated satisfaction level. Patients were generally confident that they would be satisfied with their treatment outcome and that their reasons for seeking treatment would be addressed

Five Lenses on Team Tutor Challenges: A Multidisciplinary Approach

This chapter describes five disciplinary domains of research or lenses that contribute to the design of a team tutor. We focus on four significant challenges in developing Intelligent Team Tutoring Systems (ITTSs), and explore how the five lenses can offer guidance for these challenges. The four challenges arise in the design of team member interactions, performance metrics and skill development, feedback, and tutor authoring. The five lenses or research domains that we apply to these four challenges are Tutor Engineering, Learning Sciences, Science of Teams, Data Analyst, and Human–Computer Interaction. This matrix of applications from each perspective offers a framework to guide designers in creating ITTSs

Quantifying MRI frequency shifts due to structures with anisotropic magnetic susceptibility using pyrolytic graphite sheet

Magnetic susceptibility is an important source of contrast in magnetic resonance imaging (MRI), with spatial variations in the susceptibility of tissue affecting both the magnitude and phase of the measured signals. This contrast has generally been interpreted by assuming that tissues have isotropic magnetic susceptibility, but recent work has shown that the anisotropic magnetic susceptibility of ordered biological tissues, such as myelinated nerves and cardiac muscle fibers, gives rise to unexpected image contrast. This behavior occurs because the pattern of field variation generated by microstructural elements formed from material of anisotropic susceptibility can be very different from that predicted by modelling the effects in terms of isotropic susceptibility. In MR images of tissue, such elements are manifested at a sub-voxel length-scale, so the patterns of field variation that they generate cannot be directly visualized. Here, we used pyrolytic graphite sheet which has a large magnetic susceptibility anisotropy to form structures of known geometry with sizes large enough that the pattern of field variation could be mapped directly using MRI. This allowed direct validation of theoretical expressions describing the pattern of field variation from anisotropic structures with biologically relevant shapes (slabs, spherical shells and cylindrical shells)

Challenges for IT-Enabled Formative Assessment of Complex 21st Century Skills

In this article, we identify and examine opportunities for formative assessment provided by information technologies (IT) and the challenges which these opportunities present. We address some of these challenges by examining key aspects of assessment processes that can be facilitated by IT: datafication of learning; feedback and scaffolding; peer assessment and peer feedback. We then consider how these processes may be applied in relation to the assessment of horizontal, general complex 21st century skills (21st CS), which are still proving challenging to incorporate into curricula as well as to assess. 21st CS such as creativity, complex problem solving, communication, collaboration and self-regulated learning contain complex constructs incorporating motivational and affective components. Our analysis has enabled us to make recommendations for policy, practice and further research. While there is currently much interest in and some progress towards the development of learning/assessment analytics for assessing 21st CS, the complexity of assessing such skills, together with the need to include affective aspects means that using IT-enabled techniques will need to be combined with more traditional methods of teacher assessment as well as peer assessment for some time to come. Therefore learners, teachers and school leaders must learn how to manage the greater variety of sorts and sources of feedback including resolving tensions of inconsistent feedback from different sources

Innovation in technology-enhanced assessment in the UK and the USA: future scenarios and critical considerations

This paper uses methods derived from the field of futures studies to explore the future of technology-enhanced assessment. Drawing on interviews and consultation activities with experts, the paper aims to discuss the conditions that can impede or foster ‘innovation’ in assessment and education more broadly. Through a review of relevant research, the paper suggests an interpretive model of the factors sustaining the conservatism of educational assessment: the utilitarian view of education, dominant beliefs about academic excellence, and market or quasi-market dynamics. In the central section of the paper, three scenarios of innovation in assessment are described, developed through an iterative process involving researchers, representatives from the e-assessment industry, and experts from British awarding organisations. In the final section, a critical discussion draws attention to the implications that data pervasiveness and computer-generated predictive models may have for the future of education

Implementation of the 2017 Berlin Concussion in Sport Group Consensus Statement in contact and collision sports: a joint position statement from 11 national and international sports organisations.

The 2017 Berlin Concussion in Sport Group Consensus Statement provides a global summary of best practice in concussion prevention, diagnosis and management, underpinned by systematic reviews and expert consensus. Due to their different settings and rules, individual sports need to adapt concussion guidelines according to their specific regulatory environment. At the same time, consistent application of the Berlin Consensus Statement's themes across sporting codes is likely to facilitate superior and uniform diagnosis and management, improve concussion education and highlight collaborative research opportunities. This document summarises the approaches discussed by medical representatives from the governing bodies of 10 different contact and collision sports in Dublin, Ireland in July 2017. Those sports are: American football, Australian football, basketball, cricket, equestrian sports, football/soccer, ice hockey, rugby league, rugby union and skiing. This document had been endorsed by 11 sport governing bodies/national federations at the time of being published