Review and principles of PPP-RTK methods

PPP-RTK is integer ambiguity resolution-enabled precise point positioning. In this contribution, we present the principles of PPP-RTK, together with a review of different mechanizations that have been proposed in the literature. By application of S-system theory, the estimable parameters of the different methods are identified and compared. Their interpretation is essential for gaining a proper insight into PPP-RTK in general, and into the role of the PPP-RTK corrections in particular. We show that PPP-RTK is a relative technique for which the ‘single-receiver user’ integer ambiguities are in fact double-differenced ambiguities. We determine the transformational links between the different methods and their PPP-RTK corrections, thereby showing how different PPP-RTK methods can be mixed between network and users. We also present and discuss four different estimators of the PPP-RTK corrections. It is shown how they apply to the different PPP-RTK models, as well as why some of the proposed estimation methods cannot be accepted as PPP-RTK proper. We determine analytical expressions for the variance matrices of the ambiguity-fixed and ambiguity-float PPP-RTK corrections. This gives important insight into their precision, as well as allows us to discuss which parts of the PPP-RTK correction variance matrix are essential for the user and which are not

Distributional theory for the DIA method

The DIA method for the detection, identification and adaptation of model misspecifications combines estimation with testing. The aim of the present contribution is to introduce a unifying framework for the rigorous capture of this combination. By using a canonical model formulation and a partitioning of misclosure space, we show that the whole estimation–testing scheme can be captured in one single DIA estimator. We study the characteristics of this estimator and discuss some of its distributional properties. With the distribution of the DIA estimator provided, one can then study all the characteristics of the combined estimation and testing scheme, as well as analyse how they propagate into final outcomes. Examples are given, as well as a discussion on how the distributional properties compare with their usage in practice

Initiation of student participation in practice:An audio diary study of international clinical placements

Background: Differences in professional practice might hinder initiation of student participation during international placements, and thereby limit workplace learning. This study explores how healthcare students overcome differences in professional practice during initiation of international placements. Methods: Twelve first-year physiotherapy students recorded individual audio diaries during the first month of international clinical placement. Recordings were transcribed, anonymized, and analyzed following a template analysis approach. Team discussions focused on thematic interpretation of results. Results: Students described tackling differences in professional practice via ongoing negotiations of practice between them, local professionals, and peers. Three themes were identified as the focus of students’ orientation and adjustment efforts: professional practice, educational context, and individual approaches to learning. Healthcare students’ initiation during international placements involved a cyclical process of orientation and adjustment, supported by active participation, professional dialogue, and self-regulated learning strategies. Conclusions: Initiation of student participation during international placements can be supported by establishing a continuous dialogue between student and healthcare professionals. This dialogue helps align mutual expectations regarding scope of practice, and increase understanding of professional and educational practices. Better understanding, in turn, creates trust and favors meaningful students’ contribution to practice and patient care

PPP-RTK and inter-system biases: the ISB look-up table as a means to support multi-system PPP-RTK

PPP-RTK has the potential of benefiting enormously from the integration of multiple GNSS/RNSS systems. However, since unaccounted inter-system biases (ISBs) have a direct impact on the integer ambiguity resolution performance, the PPP-RTK network and user models need to be flexible enough to accommodate the occurrence of system-specific receiver biases. In this contribution we present such undifferenced, multi-system PPP-RTK full-rank models for both network and users. By an application of (Formula presented.)-system theory, the multi-system estimable parameters are presented, thereby identifying how each of the three PPP-RTK components are affected by the presence of the system-specific biases. As a result different scenarios are described of how these biases can be taken into account. To have users benefit the most, we propose the construction of an ISB look-up table. It allows users to search the table for a network receiver of their own type and select the corresponding ISBs, thus effectively realizing their own ISB-corrected user model. By applying such corrections, the user model is strengthened and the number of integer-estimable user ambiguities is maximized

An analytical study of PPP-RTK corrections: precision, correlation and user-impact

PPP-RTK extends the PPP concept by providing single-receiver users, next to orbits and clocks, also information about the satellite phase and code biases, thus enabling single-receiver ambiguity resolution. It is the goal of the present contribution to provide an analytical study of the quality of the PPP-RTK corrections as well as of their impact on the user ambiguity resolution performance. We consider the geometry-free and the geometry-based network derived corrections, as well as the impact of network ambiguity resolution on these corrections. Next to the insight that is provided by the analytical solutions, the closed form expressions of the variance matrices also demonstrate how the corrections depend on network parameters such as number of epochs, number of stations, number of satellites, and number of frequencies. As a result we are able to describe in a qualitative sense how the user ambiguity resolution performance is driven by the data from the different network scenarios

Urinary 1-Hydroxypyrene Levels in Workers Exposed to Polycyclic Aromatic Hydrocarbon from Rubber Wood Burning

AbstractBackgroundUrinary 1-hydroxypyrene (1-OHP) was selected as a biomarker of polycyclic aromatic hydrocarbons (PAHs) to explore the accumulation level in the bodies of workers at rubber smoke sheet factories in southern Thailand.MethodsSpot urine samples were taken from four groups of workers from June 2006 to November 2007. The nonexposure or control groups included habitual cigarette smokers and nonsmokers. The other two groups were workers exposed to particle-bound PAHs from rubber wood smoke and they were nonsmokers. All spot urine samples were analyzed for 1-OHP and creatinine levels.ResultsThe mean ± standard deviation urinary 1-OHP in the control group of habitual smokers and the nonsmokers was 0.24 ± 0.16 μmol/mol creatinine and not-detected to 0.14 μmol/mol creatinine, respectively. In the workers, the 1-OHP levels on workdays had no significant difference from the 1-OHP levels on the days off. The yearly average 1-OHP level was 0.76 ± 0.41 μmol/mol creatinine whereas the average 1-OHP level during 10 consecutive workdays was 1.06 ± 0.29 μmol/mol creatinine (p > 0.05).ConclusionThe urinary 1-OHP levels of workers exposed to PAHs were high. The accumulation of 1-OHP in the body was not clear although the workers had long working hours with few days off during their working experience. Therefore, a regular day off schedule and rotation shift work during high productive RSS should be set for RSS workers

Women with a Preterm Cesarean Have High Rates of Successful Trial of Labor in a Subsequent Term Pregnancy

Objective The rate of cesareans has increased worldwide. Therefore, an increasing number of women has to decide how to deliver in a subsequent pregnancy. Individualized information on risks and success chances is helpful. This study investigates the effect of a preterm cesarean on success of subsequent term trial of labor. Study Design Ten-year Dutch cohort (2000-2009) of women with one previous cesarean and a subsequent term trial of labor. Subgroups were made based on gestational age at first cesarean delivery (25-28, 28-30, 30-32 and 32-34 weeks) and stratified based the way in which second delivery started. Rates of vaginal deliveries, maternal, and neonatal outcomes were compared with women who had a first-term cesarean (37-43 weeks). Results Four thousand three-hundred forty-two women delivered by preterm cesarean in the first pregnancy. These women had high rates of successful trial of labor, both after spontaneous onset (86.2-96.2%) and induction (72.8-75.4%). Rates of adverse outcomes were low and similar compared with women with a previous term cesarean. Conclusion In this 10-year nationwide cohort, women with a preterm first cesarean who opted for trial of labor in a subsequent pregnancy had high rates of successful trial of labor

Patterns in clinical students’ self-regulated learning behavior: a Q-methodology study

Students feel insufficiently supported in clinical environments to engage in active learning and achieve a high level of self-regulation. As a result clinical learning is highly demanding for students. Because of large differences between students, supervisors may not know how to support them in their learning process. We explored patterns in undergraduate students' self-regulated learning behavior in the clinical environment, to improve tailored supervision, using Q-methodology. Q-methodology uses features of both qualitative and quantitative methods for the systematic investigation of subjective issues by having participants sort statements along a continuum to represent their opinion. We enrolled 74 students between December 2014 and April 2015 and had them characterize their learning behavior by sorting 52 statements about self-regulated learning behavior and explaining their response. The statements used for the sorting were extracted from a previous study. The data was analyzed using by-person factor analysis to identify clusters of individuals with similar sorts of the statements. The resulting factors and qualitative data were used to interpret and describe the patterns that emerged. Five resulting patterns were identified in students' self-regulated learning behavior in the clinical environment, which we labelled: Engaged, Critically opportunistic, Uncertain, Restrained and Effortful. The five patterns varied mostly regarding goals, metacognition, communication, effort, and dependence on external regulation for learning. These discrete patterns in students' self-regulated learning behavior in the clinical environment are part of a complex interaction between student and learning context. The results suggest that developing self-regulated learning behavior might best be supported regarding individual students' need

Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship

Workplace learning in undergraduate medical education has predominantly been studied from a cognitive perspective, despite its complex contextual characteristics, which influence medical students’ learning experiences in such a way that explanation in terms of knowledge, skills, attitudes and single determinants of instructiveness is unlikely to suffice. There is also a paucity of research which, from a perspective other than the cognitive or descriptive one, investigates student learning in general practice settings, which are often characterised as powerful learning environments. In this study we took a socio-cultural perspective to clarify how students learn during a general practice clerkship and to construct a conceptual framework that captures this type of learning. Our analysis of group interviews with 44 fifth-year undergraduate medical students about their learning experiences in general practice showed that students needed developmental space to be able to learn and develop their professional identity. This space results from the intertwinement of workplace context, personal and professional interactions and emotions such as feeling respected and self-confident. These forces framed students’ participation in patient consultations, conversations with supervisors about consultations and students’ observation of supervisors, thereby determining the opportunities afforded to students to mind their learning. These findings resonate with other conceptual frameworks and learning theories. In order to refine our interpretation, we recommend that further research from a socio-cultural perspective should also explore other aspects of workplace learning in medical education