Isolated entrapment of the brachialis branch of the musculocutaneous nerve: a case report

Non peer reviewe

Involving users in OPAC interface design: Perspective from a UK study

This is the post-print versoin of the Article. The official published version can be accessed from the link below - Copyright @ 2007 SpringerThe purpose of this study was to determine user suggestions for a typical OPAC (Online Public Library Catalogue) application’s functionality and features. An experiment was undertaken to find out the type of interactions features that users prefer to have in an OPAC. The study revealed that regardless of users’ Information Technology (IT) backgrounds, their functionality expectations of OPACs are the same. However, based on users’ previous experiences with OPACs, their requirements with respect to specific features may change. Users should be involved early in the OPAC development cycle process in order to ensure usable and functional interface

Supporting Worth Mapping with Sentence Completion

Expectations for design and evaluation approaches are set by the development practices within which they are used. Worth Centred Development (WCD) seeks to both shape and fit such practices. We report a study that combined two WCD approaches. Sentence completion gathered credible quantitative data on user values, which were used to identify relevant values and aversions of two player groups for an online gambling site. These values provided human value elements for a complementary WCD approach of worth mapping. Initial worth maps were extended in three workshops, which focused on outcomes and user experiences that could be better addressed in the current product and associated marketing materials. We describe how worth maps were prepared for, and presented in, workshops, and how product owners and associated business roles evaluated the combination of WCD approaches. Based on our experiences, we offer practical advice on this combinination

Application of Structured Decision Making to Elk Archery Regulation Decisions in Montana

Prior to 2008, 22 hunting districts (HDs) in Montana had limited-draw, either-sex rifle permits, while the archery season was open for either-sex hunting to anyone possessing a general elk license. In addition, an unlimited number of hunters could obtain an either-sex archery elk permit in the 7 Missouri River Breaks HDs, where rifle hunting of bull elk is also limited. In 2008 the Montana Fish, Wildlife and Parks (MFWP) Commission implemented limited-draw archery regulations in these districts. These regulations have been very controversial since they were implemented. Certain public sectors have argued fervently for changes to these limited regulations in every MFWP season-setting process since 2008, and legislation that would reverse these regulations was introduced and defeated in the last two legislative sessions. In response to the contentious debate on this topic, in 2011 MFWP staff and the Montana Cooperative Wildlife Research Unit facilitated a 10-citizen working group composed of landowners, public sporting interests and commercial/fee hunting perspectives. Using a Structured Decision Making (SDM) process, the working group developed a problem statement, fundamental objectives and assessed the performance of multiple archery season options relative to the fundamental objectives to arrive at an elk archery season proposal. In December of 2011 the MFWP Commission used these results as a basis for tentative season proposals that they distributed for wider public input and comment. Here we present the results of the SDM process and the working group proposal, as well as subsequent MFWP Commission action relative to the proposal

Poor neural and perceptual phoneme discrimination during acoustic variation in dyslexia

Whereas natural acoustic variation in speech does not compromise phoneme discrimination in healthy adults, it was hypothesized to be a challenge for developmental dyslexics. We investigated dyslexics’ neural and perceptual discrimination of native language phonemes during acoustic variation. Dyslexics and non-dyslexics heard /æ/ and /i/ phonemes in a context with fo variation and then in a context without it. Mismatch negativity (MMN) and P3a responses to phoneme changes were recorded with electroencephalogram to compare groups during ignore and attentive listening. perceptual phoneme discrimination in the variable context was evaluated with hit-ratios and reaction times. MMN/N2bs were diminished in dyslexics in the variable context. Hit-ratios were smaller in dyslexics than controls. MMNs did not differ between groups in the context without variation. These results suggest that even distinctive vowels are challenging to discriminate for dyslexics when the context resembles natural variability of speech. This most likely reflects poor categorical perception of phonemes in dyslexics. Difficulties to detect linguistically relevant invariant information during acoustic variation in speech may contribute to dyslexics’ deficits in forming native language phoneme representations during infancy. Future studies should acknowledge that simple experimental paradigms with repetitive stimuli can be insensitive to dyslexics’ speech processing deficits.Peer reviewe

Phonetic training and non-native speech perception - New memory traces evolve in just three days as indexed by the mismatch negativity (MMN) and behavioural measures

Language-specific, automatically responding memory traces form the basis for speech sound perception and new neural representations can also evolve for non-native speech categories. The aim of this study was to find out how a three-day phonetic listen-and-repeat training affects speech perception, and whether it generates new memory traces. We used behavioural identification, goodness rating, discrimination, and reaction time tasks together with mismatch negativity (MMN) brain response registrations to determine the training effects on native Finnish speakers. We trained the subjects the voicing contrast in fricative sounds. Fricatives are not differentiated by voicing in Finnish, i.e., voiced fricatives do not belong to the Finnish phonological system. Therefore, they are extremely hard for Finns to learn. However, only after three days of training, the native Finnish subjects had learned to perceive the distinction. The results show striking changes in the MMN response; it was significantly larger on the second day after two training sessions. Also, the majority of the behavioural indicators showed improvement during training. Identification altered after four sessions of training and discrimination and reaction times improved throughout training. These results suggest remarkable language-learning effects both at the perceptual and pre-attentive neural level as a result of brief listen-and-repeat training in adult participants.</p

Monialainen yhteistyö perusopetuksessa

Tiivistelmä. Tutkielmassa tarkastellaan monialaista yhteistyötä perusopetuksessa teoreettisena tutkimuksena kirjallisuuskatsauksen kautta. Yhteiskunnallisten muutoksien myötä myös perusopetuksen toimintakulttuuri ja työtavat muuttuvat. Tutkimuksessa selvitetään, mitä monialainen yhteistyö perusopetuksessa tarkoittaa ja milloin sitä tehdään perusopetusta ohjaavien lakien ja ohjeiden perusteella. Tarkastellessa perusopetusta ohjaavia lakeja ja ohjeita, voidaan todeta, että monialaisen yhteistyön käsitettä ei ole avattu virallisissa asiakirjoissa. Monialainen yhteistyö mainitaan perusopetuslaissa oppilaan tuen tarpeeseen liittyvissä asiayhteyksissä sekä oppilas- ja opiskelijahuoltolaissa. Koska näissä molemmissa on usein tarve tehdä yhteistyötä eri organisaatioiden edustajien kanssa, monialainen yhteistyö voidaan käsittää silloin eri organisaatioiden väliseksi yhteistyöksi. Perusopetuksen virallisten lakien ja ohjeiden mukaan monialaista yhteistyötä tehdään yksittäisen oppilaan hyvinvoinnin tukemiseksi sekä koko kouluyhteisön hyvinvoinnin vahvistamiseksi. Perusopetuksen opetussuunnitelman perusteet jättävät yhteistyöhön liittyvät käytänteet pitkälti paikallisesti päätettäväksi. Perusopetuslaki sekä oppilas- ja opiskelijahuoltolaki antavat monialaiselle yhteistyölle mahdollisuuden, onkin paikallisesti päätettävissä, kuinka hyvin annettua mahdollisuutta osataan hyödyntää. Tutkielmassa tarkastellut perusopetuksen lait ja ohjeet antavat ohjeita siitä, miten asioiden pitäisi olla. Tutkimuksen myötä herää kysymys, miten monialainen yhteistyö on ymmärretty paikallisesti ja millaisia kokemuksia opettajilla on yhteistyöstä

Luokanopettajien ja oppilashuollon toimijoiden yhteistyö luokanopettajien kuvaamana

Tiivistelmä. Oppilas- ja opiskelijahuoltolain tarkoituksena on yksittäisen oppilaan ja koko kouluyhteisön hyvinvoinnin tukeminen (Oppilas- ja opiskelijahuoltolaki 1287/2013). Tässä Pro gradu -tutkielmassa tutkittiin luokanopettajien ja oppilashuollon toimijoiden yhteistyötä. Tutkimuksen tavoitteena oli selvittää, millaisissa oppilashuollollisissa asioissa luokanopettaja teki yhteistyötä koulun sisäisten oppilashuollon toimijoiden kanssa ja millaisia toimia yhteistyöstä seurasi. Lisäksi tavoitteena oli saada selville, mitkä tekijät edistivät luokanopettajien mukaan yhdessä työskentelyä. Tutkimus toteutettiin laadullisena tutkimuksena, ja analysointimenetelmänä käytettiin teoriaohjaavaa sisällönanalyysia. Analyysivaiheessa hyödynnettiin Konun (2002) koulun hyvinvointimallia sekä Bronsteinin (2003) käsityksiä monitieteisen yhteistyön työskentelyyn vaikuttavista tekijöistä. Aineisto kerättiin puolistrukturoidulla Webrobol-kyselylomakkeella helmikuussa 2022 sosiaalisen median opettajille suunnattujen ryhmien kautta. Tutkimukseen osallistui 23 luokanopettajaa. Tarpeet oppilashuollolliselle yhteistyölle jakautuivat sekä yhteisölliseen että yksilökohtaiseen oppilashuoltoon. Oppilashuollollisen yhteistyön tarpeista oli löydettävissä Konun (2002) koulun hyvinvointimallin osa-alueista terveydentilaan, sosiaalisiin suhteisiin sekä itsensä toteuttamiseen liittyviä sisältöjä. Oppilaiden haasteiden lisäksi luokanopettajat hakeutuivat oppilashuollolliseen yhteistyöhön, mikäli he olivat huolestuneita oppilaan perhetilanteesta tai he tarvitsivat itse monialaisesta yhteistyöstä tukea oman osaamisensa vahvistamiseksi. Yleisimpinä oppilashuollollisesta yhteistyöstä seuranneina toimina olivat oppilaiden ohjautuminen jatkotutkimuksiin tai erilaisten tukipalvelujen piiriin sekä opettajan saama tuki tilanteeseen muilta asiantuntijoilta. Luokanopettajat toivat esille yhteistyön onnistumiseen vaikuttavina tekijöinä Bronsteinin (2003) monitieteisen yhteistyömallin mukaisesti yhteistyötahojen ammatillisen roolin, persoonalliset tekijät, yhteisen historian ja yhteistyön mahdollistavat rakenteelliset ratkaisut. Aineistossa tuotiin esille myös vahvasti lapsen edun ensisijaisuuden tunnistaminen onnistuneen yhteistyön edellytyksenä

Trends and risk factors of stillbirths and neonatal deaths in Eastern Uganda (1982-2011): a cross-sectional, population-based study.

: To identify mortality trends and risk factors associated with stillbirths and neonatal deaths 1982-2011. : Population-based cross-sectional study based on reported pregnancy history in Iganga-Mayuge Health and Demographic Surveillance Site (HDSS) in Uganda. A pregnancy history survey was conducted among women aged 15-49 years living in the HDSS during May-July 2011 (n = 10 540). Time trends were analysed with cubic splines and linear regression. Potential risk factors were examined with multilevel logistic regression with adjusted odds ratios (AOR) and 95% confidence intervals (CI). : 34 073 births from 1982 to 2011 were analysed. The annual rate of decrease was 0.9% for stillbirths and 1.8% for neonatal mortality. Stillbirths were associated with several risk factors: multiple births (AOR 2.57, CI 1.66-3.99), previous adverse outcome (AOR 6.16, CI 4.26-8.88) and grand multiparity among 35- to 49-year-olds (AOR 1.97, CI 1.32-2.89). Neonatal deaths were associated with multiple births (AOR 6.16, CI 4.80-7.92) and advanced maternal age linked with parity of 1-4 (AOR 2.34, CI 1.28-4.25) and grand multiparity (AOR 1.44, CI 1.09-1.90). Education, marital status and household wealth were not associated with the outcomes. : The slow decline in mortality rates and easily identifiable risk factors calls for improving quality of care at birth and a rethinking of how to address obstetric risks, potentially a revival of the risk approach in antenatal care.<br/

Motoric training alters speech sound perception and production – active listening does not lead into learning outcomes

Accurate speech-sound perception and production are prerequisites for communication in a non-native language. Earlier research has shown that new categorization and pronunciation patterns evolve in different learning settings and that these skills can be trained with various methods. We tested the effects of two types of training protocols on the production and identification of L2 vowels embedded in a pseudo-word context. Group 1 (Producers) participated in a listen and repeat training, where they produced the target stimulus /tᵾ:ti/ and the non-target stimulus /ty:ti/ after the example in a pseudo-randomized order; Group 2 (Listeners) was instructed to count the number of targets /tᵾ:ti/ in the same stimulus train without any motoric production movements. The results showed clearly that listen and repeat training led to plastic changes both in production and in identification, while no learning effects were obtained with the listening paradigm. This suggests a significant role of motoric experience in the acquisition of speech.Peer reviewe