Search

Rapid advances in the quality and accessibility of immersive virtual reality (IVR) have brought about intense interest in applications of the technology within higher education, including STEM (science, technology, engineering, mathematics) teaching and learning. However, evidence is mixed on the effectiveness of IVR for STEM teaching and learning, and there are currently few models of how best to incorporate these activities into typical STEM courses. We created a sequence of IVR activities for teaching concepts in organic chemistry and carried out an experimental investigation on the impacts of these on student performance, with special focus on student characteristics including first-generation college student status, gender, and ethnicity. Two sections of Organic Chemistry were compared; in one randomly assigned section, students had the option of completing these IVR activities, and in the other, they did not. Results showed a trend towards improved course grades and final exam scores in the section offered IVR activities, particularly for first-generation college students. These findings suggest that IVR can be a practical and effective way to reinforce learning and student success in realistic university STEM settings, especially for certain demographic subgroups.

Radiographs are essential for evaluation and treatment of distal radius fractures. Complete radiographic assessment requires proper technique and all projections necessary to fully evaluate the injury. Interpretation of distal radius fracture radiographs requires more than simple identification of radial inclination, volar tilt, and radial length; routine assessment of several other essential landmarks and parameters is needed to avoid missed pathology and unrecognized malreduction. Radiographs of distal radius fractures provides important information that helps identify the injury mechanism, type and direction of principle instability, and pattern and components of peri-articular fragmentation.

Most distal radius fractures result from low-energy mechanisms and can be successfully treated nonsurgically or with a variety of surgical techniques if indicated. High-energy distal radius fractures can involve extensive comminution or bone loss with concomitant ligament, soft-tissue, and neurovascular injuries. In patients with complex distal radius fractures, reconstruction of the distal radius, ulna, and triangular fibrocartilage complex can be challenging. Effective restoration of the bony architecture requires intimate knowledge of the anatomy of the distal radius, a thorough understanding of the goals of treatment, versatility in surgical approaches, and familiarity with multiple fixation options.

Summary: Open reduction and internal fixation of displaced Colles fractures traditionally depend on screws, plates, and pins. Screws and plates can provide rigid fixation but frequently the plate will not exactly fit the fracture pattern and the screws can fragment the small dorsal cortical pieces of bone. Pins (K-wires) are small enough to not fragment the bone, but they do not provide rigid fixation and can interfere with gliding of the overlying tendons. The TriMed Wrist Fixation System obviates these problems by securing the distal fragments with a combination of wire forms and pin plates. The wire forms and pin plates stabilize the distal fragments, but are secured proximally in the stronger intact metaphyseal/diaphyseal bone.

Based on a survey of 419 industry professionals responsible for maintaining radio station Web sites and a content analysis of 900 radio station Web sites, this study provides an overview of the state of Web radio in the late 1990s. This study investigates the extent of Web radio, the range of content offered on radio station Web sites, the benefits realized as a result of having a Web site, and the problems encountered with Web sites, and makes recommendations based on the findings. A general conclusion of this study is that although the Web presents a wealth of exciting possibilities, most radio broadcasters are currently underutilizing the Web and their Web sites.

Importance The diagnostic properties of a graded provocation challenge (PC) among children presenting with a rash in the course of amoxicillin treatment are currently unknown. Objective To assess the accuracy and the negative predictive value of the PC in a cohort of children referred with suspected allergy to amoxicillin. Design, Setting, and Participants A cohort study was conducted between March 1, 2012, and April 1, 2015, at the allergy clinic of the Montreal Children’s Hospital, Montreal, Quebec, Canada. All children referred with suspected allergy to amoxicillin were approached. In addition, 346 eligible children were followed up to assess reactions to subsequent use of amoxicillin at the time of illness in cases with negative PC results. Data were collected on clinical characteristics, suspected antibiotic exposure, personal and first-degree relatives’ comorbidities, and history of atopy and management of the reaction. Univariate and multivariate logistic regressions were compared to determine factors associated with immediate and nonimmediate reactions to the PC. Interventions All children had a graded PC. Main Outcomes and Measures Reactions to the graded PC, the negative predictive value of the PC for nonimmediate reactions, and factors associated with immediate and nonimmediate reactions to the PC. Results A total of 818 children were assessed (median age, 1.7 years [interquartile range, 1.0-3.9 years]; 441 [53.9%] male). Among all participants, 770 (94.1%) tolerated the PC, 17 (2.1%) developed mild immediate reactions, and 31 (3.8%) developed nonimmediate reactions. The graded PC had a specificity of 100.0% (95% CI, 90.9%-100.0%), a negative predictive value of 89.1% (95% CI, 77.1%-95.5%), and a positive predictive value of 100.0% (95% CI, 86.3%-100.0%). Among all 346 participants eligible for annual follow-up, 250 (72.3%; 95% CI, 67.2%-76.8%) responded, 55 of whom received subsequent full treatment with amoxicillin; 49 of these 55 participants (89.1%) reported tolerance to subsequent full treatment with amoxicillin, while 6 (10.9%) developed nonimmediate cutaneous reactions. History of a reaction occurring within 5 minutes of exposure was associated with immediate reactions to the PC (adjusted odds ratio = 9.6; 95% CI, 1.5-64.0), while a rash that lasted longer than 7 days (adjusted odds ratio = 4.8; 95% CI, 1.4-16.4) and parental history of drug allergy (adjusted odds ratio = 3.0; 95% CI, 1.3-6.8) were associated with nonimmediate reactions to the PC. Conclusions and Relevance Graded PCs provide an accurate and safe confirmatory test for skin-related reactions to amoxicillin. Further studies are required to assess factors associated with the PC outcome groups.

The first part of the chapter examines the common ideas and steps for nonlinear editing, and is intended as a companion to your editing software’s manuals. The next section explores the various means to get your project seen, and then a section on technical concepts familiarizes you with the basics of how the recording, editing, playback, and storage technology works. The final section explores aesthetic or theoretic principles of editing: the constructs of audiovisual storytelling.

This chapter explores both types of ENG: recorded coverage, which is audio and video that you shoot and edit into a story later; and live coverage, which is audio and video feed that is transmitted live. ENG stories are usually either spot, general, feature, or sports news, each requiring a unique approach by the videographer. Live coverage presents other challenges such as how to get the picture out, communicating between the field and news desk, handling interrupted feedback, applying appropriate form and style, and anticipating what might go wrong. This chapter offers some suggestions to help you create your own personal videography style, as well as how to prepare for the challenges of live coverage.

Framing and composition are discussed. Framing includes the range of shots used to create a story, such as close-ups, medium shots, and long shots, as well as camera movement, including zoom, pan, title, truck–dolly, and crane–pedestal. Composition consists of the various aesthetic considerations used to create a well-balanced, pleasing image. These considerations include the third dimension, focal length, distance, and balance.

This chapter discusses various types of video shot in the field for nonnews uses, which include corporate and professional video, entertainment, commercials and public service announcements, performance videos, music videos, nature and documentary videos, video art, multimedia, and Internet and related videos.

A new type of fixation device for the treatment of pertrochanteric fractures of the hip is described. The device has an axial-compression screw to allow compression along an axis parallel to the femoral shaft. As the fracture settles postoperatively, dynamic axial compression continues. This axial-compression device was used in twenty-five patients who had an unstable intertrochanteric or proximal subtrochanteric fracture of the proximal part of the femur. The average extent of axial impaction or settling was five millimeters (standard deviation, 1.3 millimeters) at the most recent follow-up examination, and the relationship between the femoral head and shaft was altered less than with the use of a conventional compression screw-plate device. A larger proportion of the patients who had the new device were able to walk fifteen meters (fifty feet) independently by the time of discharge from the hospital, even though they left the hospital earlier. No technical failures were seen in the patients who were treated with the axial-compression screw device. We believe that the axial-compression screw-plate device is appropriate for the treatment of unstable pertrochanteric fractures of the hip.

You can walk into almost any electronics store or large discount store and walk out with a really nice camcorder that will record directly to a DVD or a digital tape format for about $500. Can you start making video projects? Yes! Will they look professional, like we see on TV? Probably not! Although these cameras can get some great shots, most of them work with automatic features that prevent you from having control over the video. Also, unless you know about the basics of how the camera works and what the features can do for you, the video you shoot will probably look like it was shot by an amateur. Learning what equipment to use and how to use its features will help get you to the point of shooting truly outstanding video and making professional-looking projects.

EFP style encompasses many different types and applications of portable video. An easy definition of EFP is simply that it is professional portable video not for broadcast journalism or ENG. While this definition tells us what it is not, it does not give us a sense of what EFP is, or of what style is necessary to produce goodquality EFP work. A better approach to understanding EFP style is to look at the various applications of portable video, the conditions under which productions are made, and the audience for whom the video work is intended.

The decisions you make in the field while shooting any story will give your video a look or a particular style. Because no two people see the same scene in the same way, your vision of what is possible with the camera becomes your style. Within the world of TV news, documentary work, and reality-based programs, you must operate under certain constants while shooting. These constants help the viewer identify the type of story being told; they also act as an overlay to your individual style, not replacing it but limiting it to certain parameters.

Before beginning any video shoot, you should have a clear objective or objectives in mind. In ENG work, the goal is to represent the reality of an event or story accurately, interestingly, and in an appropriate context. This involves a lot more than simply pointing a camera at a scene or subject. A news shooter must carefully select what to show and what to leave out. The ideal is to depict what he or she sees to be true at the location, both factually and emotionally.