Search

Copyright of German Journal of Exercise & Sport Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gefaesschirurgie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In den letzten Jahren hat die digitale Revolution auch die Prävention und Rehabilitation von Sportverletzungen rasant erfasst. Für die Prävention spielt die Digitalisierung bereits durch die Integration verschiedener Technologien und Ansätze eine wichtige Rolle. Dazu gehören Wearables, Sensoren und Tracking-Plattformen, virtuelles Training und Simulation sowie Big Data und künstliche Intelligenz (KI). Die Digitalisierung ermöglicht mit diesen Methoden einen ganzheitlichen Ansatz zur Verletzungsprävention im Sport, indem Echtzeitdaten, Analysetools und innovative Technologien genutzt werden, um potenzielle Risiken zu erkennen und um umgehend präventive Maßnahmen zu ergreifen. Auch in der Rehabilitation von Sportverletzungen spielt die Digitalisierung heute eine große Rolle. Mobile Anwendungen, in die KI, Sensoren oder virtuelle Realität integriert werden können, werden in der sportmedizinischen Rehabilitation bereits klinisch eingesetzt. Diese Apps können den Rehabilitationsprozess unterstützen, indem sie Übungsprogramme vorschlagen, Feedback über Sensoren geben und den Rehabilitationsprozess mithilfe von KI an die aktuellen Fähigkeiten des Patienten anpassen. Zusammenfassend lässt sich sagen, dass die Digitalisierung zweifellos das Potenzial hat, unser bisheriges Verständnis von Prävention und Rehabilitation zu revolutionieren. Um die Risiken dieser neuen Technologien einschätzen zu können, sind jedoch weitere Forschungsarbeiten erforderlich. In recent years, the digital revolution has rapidly affected the prevention and rehabilitation of sports injuries. For prevention, digitalization plays an important role by integrating various technologies and approaches. These include wearables, sensors and tracking platforms for monitoring, motion capture for biomechanical analysis, virtual training and simulation, and big data and artificial intelligence (AI) for identifying patterns and relationships that indicate risk of injury. Digitalization therefore enables a holistic approach to injury prevention in sport by using real-time data, analysis tools and innovative technologies to identify potential risks and take appropriate measures. Digitalization also plays a major role in the rehabilitation of sports injuries today. Mobile applications in which AI, sensors or virtual reality can be integrated are already used clinically in sports medicine rehabilitation. These apps can support the rehabilitation process by suggesting exercise programs, providing feedback via sensors and using AI to adapt the rehabilitation process to the patient's current abilities. In summary, digitalization undoubtedly has the potential to revolutionize the way we have previously understood prevention and rehabilitation. However, further research is necessary to be able to assess the risks of these new technologies. [ABSTRACT FROM AUTHOR]

Copyright of Arthroskopie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ProCare is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Medizinische Klinik: Intensivmedizin & Notfallmedizin is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gruppe. Interaktion. Organisation: Zeitschrift für Angewandte Organisationspsychologie (GIO) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ziel dieser Studie ist es, die Vor- und Nachteile verschiedener Suchstrategien bei der Synthese von Forschungsarbeiten, die die Bildungstechnologie der virtuellen Realität (VR) nutzen, empirisch zu untersuchen. Hierbei ist das Ziel, kognitive Verzerrungen seitens der Reviewer:innen durch verschieden konkrete Suchen zu identifizieren. Mittels zweier Suchstrategien sollen die Extrema zwischen einer Suche (AND), die möglichst wenig irrelevante Studien findet, aber dafür auch relevante übersieht und einer Suche (OR), die möglichst breit sucht, aber hierbei viele irrelevante aufnimmt, dargestellt werden. Die Studie will aufzeigen, wie systematische Suchen in der Bildungsforschung gestaltet sein sollten, um die typischen Herausforderungen systematischer Analysen (z.B. Recall-Precision-Problem, kognitive Belastung) adäquat zu berücksichtigen. Die Suchstrategien wurden auf der Grundlage einer vorangegangenen Google Scholar-Suche nach bereits durchgeführten systematischen Übersichten zur VR entwickelt. Hierbei unterschieden sich die zwei verschiedenen Suchstrategien nur in Bezug auf ihre Verknüpfung zwischen einem technologischem (VR) und einem pädagogischen Suchterm. Die beiden Elemente wurden entweder mit einer AND oder einer OR Verbindung verknüpft. Die Suchbeitrage wurden in einem Kreuzdesign von zwei Personen gescreent und in Bezug auf verschiedene Präzisions- und Recallmaße evaluiert. Es fanden sich keine Hinweise dafür, dass die umfangreichere Suche (OR) der engeren Suche (AND) überlegen ist und jedoch leichte Hinweise auf kognitive Verzerrungen im Screening bzw. Suchprozess bei der umfangreicheren Suche (OR). Diese sollten in weiteren Studien weiter evaluiert, untersucht und vor allem repliziert werden.

Background: Simulation training is indispensable in emergency medicine, especially for enhancing patient safety. Methods and technologies used include a wide spectrum ranging from simple skill trainers to complex full-scale simulated environments integrating standardized patient actors. Limitations include the simulation of dynamic changes of clinical symptoms, the depiction of emotions and patient movements as well as complex environments, such as lively traffic. Extended reality (XR) holds the potential to overcome these limitations. Methods/aims: Starting with the technological basis and the didactic considerations in the field of XR, the paper reflects the potentials and limitations of this new technology in the domain of medical simulation training. Further focus is put on the integration of XR into existing training curricula. Results: The XR covers various technologies, ranging from PC-based applications that are similar to conventional computer games, over virtual realities enabling spatially freely navigable 3‑dimensional simulation (using closed 3D glasses: head mounted displays, HMD), to mixed-reality applications that combine virtual elements and real physical objects; however, technology alone does not stimulate learning. As with other simulation methods, it is crucial with XR to implement learning objectives, methods and technologies in a suitable teaching-learning arrangement and to familiarize teachers and students with the new technology. Evidence in the literature with respect to learning success is limited by the heterogeneity of technologies, target groups, teaching-learning arrangements and learning outcomes. Overall, significant increases can be shown for the intrinsic motivation of learners, and for high emotional participation (measured as perceived presence in the virtual environment). Discussion: Technological developments and the increasing use of digital media in emergency medical education and training favor the leap from XR-based pure demonstration projects to educational practice. Decisive for the educational success are the clear orientation towards concrete learning goals and a thorough familiarization with the new technology. Conclusion: Simulation training based on XR expands the spectrum of existing simulation methods to integrate new dimensions of learning objectives. Further research on the effectiveness of this method is needed. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Gerontologie und Geriatrie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: Aim: Cue-exposure therapy (CET) is an intervention for relapse prevention in substance use disorders aiming at the habituation of the automatized response to substance related cues (cue-reactivity). Effectiveness of CET is moderate; possibilities to overcome some limitations through virtual reality (CR) are discussed. This paper summarizes the development of a study protocol for a VR-CET study, including a pilot study with n=17 smokers who rated the relapse probability of high-risk relapse situations. The paper closes with a discussion of obstacles and perspectives in the field of VR-CET. Method: The study protocol of a randomized-controlled trial using these scenarios is presented. Conclusions: VR-CET allows to overcome practical limitations of CET in relapse prevention in smokers. The need of and possibilities to individualize VR-CET scenarios and their boundaries are discussed. A validation of the VR-CET results is required to improve the practical VR-CET application in relapse prevention in substance use disorders. [ABSTRACT FROM AUTHOR]

Aim: During the COVID-19 pandemic, the absence of in-person teaching was partially compensated for through videoconferencing. However, lecturers complain that students do not participate actively in video-based online seminars. One reason cited for this is Zoom fatigue. Conferences in virtual reality (VR), accessible with and without head-mounted display, represent one potential remedy to this issue. The research to date does not shed any light on the (1.) teaching experience, (2.) student demand, (3.) learning experience (including participation and social presence), and (4.) learning performance (declarative and spatial) associated with VR conferences. The present work will compare these aspects for videoconferencing, independent study, and – in the case of teaching experience – with in-person teaching. Methods: A compulsory seminar in General Physiology was offered during the 2020/21 winter semester and the 2021 summer semester as part of the Human Medicine program at the Faculty of Medicine at Ulm University. The seminars were offered in three different formats with identical content: (a) VR conference, (b) video conference, and (c) independent study, with students selecting the format of their choice. In the VR conferences, the lecturer taught using a head-mounted display while students participated via PC, laptop, or tablet. The learning experience and learning performance were assessed using questionnaires and a knowledge test. A semi-structured interview was conducted to assess the VR teaching experience. Results: The lecturer's teaching experience in the VR conferences was similar to in-person teaching. Students predominantly chose independent study and videoconferencing. The latter resulted in worse outcomes with regard to learning experience (including participation and social presence) and spatial learning performance than the VR conferences. Declarative learning performance differed only slightly between teaching formats. Conclusions: VR conferencing offers lecturers new didactic opportunities and a teaching experience similar to that of in-person teaching. Students prefer time-efficient videoconferencing and independent study, but rate participation and social presence, among other things, higher in VR conferencing. If faculty and students are open to the technology, VR conferencing can promote interactive exchange in online seminars. This subjective assessment is not associated with better declarative learning performance. [ABSTRACT FROM AUTHOR]

Background: Medical students need to be prepared for various situations in clinical decision-making that cannot be systematically trained with real patients without risking their health or integrity. To target system-related limitations of actor-based training, digital learning methods are increasingly used in medical education, with virtual reality (VR)- training seeming to have high potential. Virtually generated training scenarios allow repetitive training of highly relevant clinical skills within a protected, realistic learning environment. Thanks to Artificial Intelligence (AI), face-to-face interaction with virtual agents is feasible. Combining this technology with VR-simulations offers a new way of situated context-based, first-person training for medical students. Project goal and method: The authors' aim is to develop a modular digital training platform for medical education with virtual, interactable agents and to integrate this platform into the medical curriculum. The medical tr.AI.ning platform will provide veridical simulation of clinical scenarios with virtual patients, augmented with highly realistic medical pathologies within a customizable, realistic situational context. Medical tr.AI.ning is scaled to four complementary developmental steps with different scenarios that can be used separately and so each outcome can successively be integrated early within the project. Every step has its own focus (visual, movement, communication, combination) and extends an author toolbox through its modularity. The modules of each step will be specified and designed together with medical didactics experts. Perspective: To ensure constant improvement of user experience, realism, and medical validity, the authors will perform regular iterative evaluation rounds. Furthermore, integration of medical tr.AI.ning into the medical curriculum will enable long-term and large-scale detection of benefits and limitations of this approach, providing enhanced alternative teaching paradigms for VR technology. [ABSTRACT FROM AUTHOR]

Aim: 360° VR photos could be a low-threshold possibility to increase early clinical exposure. Apart from granting insights into local routines and premises, the medium should facilitate knowledge acquisition and spatial orientation depending on its design. This assumption, however, is not yet substantiated empirically. Thus, three hypotheses were tested in consideration of Mayer's modality principle: 1) Providing 360° VR photos as visual reference improves retention and comprehension of information. 2) The annotation of text boxes in 360° VR photos compromises spatial orientation and presence. 3) Annotated audio commentary is superior to annotated text boxes in terms of cognitive load and knowledge acquisition. Methods: Using head-mounted displays, students of human (N=53) and dental medicine (N=8) completed one of three virtual tours through a surgical unit, which were created with 360° VR photos. In the first two variants, information about the facilities, medical devices and clinical procedures was annotated either as text boxes or audio commentary comprising 67 words on average (SD=6.67). In the third variant, the same information was given separately on a printed handout before the virtual tour. Taking user experience and individual learner characteristics into account, differences between conditions were measured regarding retention, comprehension, spatial orientation, cognitive load, and presence. Results: Concerning retention and comprehension of information, annotated text boxes outperformed annotated audio commentary and the handout condition. Although annotated audio commentary exhibited the lowest knowledge test scores, students preferred listening over reading. Students with an interest in VR and 360° media reported higher levels of enjoyment and presence. Regarding spatial orientation and presence, no significant group differences were found. Conclusions: 360° VR photos can convey information and a sense of spatial orientation effectively in the same learning scenario. For students, their use is both enjoyable and instructive. Unexpectedly, the ideal mode of annotation is not dictated by Mayer's modality principle. For information like in this study, annotated text boxes are better for knowledge acquisition than the subjectively preferred audio commentary. This finding is probably contingent on the length and the quality of the annotated text. To identify boundary conditions and to validate the findings, more research is required on the design and educational use of 360° VR photos. [ABSTRACT FROM AUTHOR]

Das Interesse an Virtual Reality (VR) für die Hochschullehre steigt aktuell vermehrt durch die Möglichkeit, logistisch schwierige Aufgaben abzubilden sowie aufgrund positiver Ergebnisse aus Wirksamkeitsstudien. Gleichzeitig fehlt es jedoch an Studien, die immersive VR-Umgebungen, nicht-immersive Desktop-Umgebungen und konventionelle Lernmaterialien gegenüberstellen und lehr-lernmethodische Aspekte evaluieren. Aus diesem Grund beschäftigt sich dieser Beitrag mit der Konzeption und Realisierung einer Lernumgebung für die Hochschullehre, die sowohl mit einem Head Mounted Display (HMD) als auch mittels Desktops genutzt werden kann, sowie deren Evaluation anhand eines experimentellen Gruppendesigns. Die Lernumgebung wurde auf Basis einer eigens entwickelten Softwareplattform erstellt und die Wirksamkeit mithilfe von zwei Experimentalgruppen – VR vs. Desktop-Umgebung – und einer Kontrollgruppe evaluiert und verglichen. In einer Pilotstudie konnten sowohl qualitativ als auch quantitativ positive Einschätzungen der Usability der Lernumgebung in beiden Experimentalgruppen herausgestellt werden. Darüber hinaus zeigten sich positive Effekte auf die kognitive und affektive Wirkung der Lernumgebung im Vergleich zu konventionellen Lernmaterialien. Unterschiede zwischen der Nutzung als VR- oder Desktop-Umgebung zeigen sich auf kognitiver und affektiver Ebene jedoch kaum. Die Analyse von Log-Daten deutet allerdings auf Unterschiede im Lern- und Explorationsverhalten hin.

Kompetenzentwicklung in der beruflichen Aus- und Weiterbildung beinhaltet den Erwerb von Wissen, Fertigkeiten und Einstellungen, häufig mit einem Schwerpunkt auf psychomotorischer Koordination. Der Kompetenzerwerb in der Ausbildung zum Fahrzeuglackierer bzw. zur Fahrzeuglackiererin wird durch soziale, wirtschaftliche und ökologische Faktoren behindert. Um diese Hürden zu überwinden, entwickelt das Forschungsprojekt HandLeVR (Handlungsorientiertes Lernen in der VR-Lackierwerkstatt) ein Virtual-Reality-Training auf der Grundlage des empirisch validierten 4C/ID-Modells. Der Artikel stellt das Vorgehen und die Resultate des Projekts vor und präsentiert Ergebnisse einer ersten Evaluierungsstudie (z. B. zu Akzeptanz und Präsenzerleben).

Copyright of Notfall & Rettungsmedizin is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Since the COVID-19 pandemic medical training and teaching have to adapt to the new circumstances, especially as new digital technologies become available. Physician's interaction and exploration techniques are among the most important tools that medical students have to acquire in psychiatry and psychotherapy. Objective: Virtual reality (VR) avatars can basically represent all syndromes in varying degrees of severity at any time. Material and methods: In Bochum's avatar exploration project (AVEX), students enter into dialogues with "mentally ill" avatars and, under guidance and supervision, try to work out the diagnosis, differential diagnoses and treatment recommendations. Results and discussion: This allows students to learn about rare or severe psychiatric conditions presented in VR. This review article presents first experiences especially in setting up and development as well as regarding the technological challenges. [ABSTRACT FROM AUTHOR]

Situation‐based use of extended reality technologies for steel‐glass structures – a report from the DigitalTWIN research project Planning, construction and operation are characterized by coordination, evaluation and decision‐making processes, for which model data, visualizations and simulations provide essential support. The DigitalTWIN research project therefore focuses on the use of extended reality/XR services as an essential visualization path for future work processes. End‐to‐end data processing is an essential prerequisite in order to combine object, process and tool data in a coordinated manner is an essential prerequisite. The systematic use of building information modeling (BIM) and the application of agile project management methods are the base for this. Based on open platform technologies fast and task‐specific services were developed in order to efficiently adapt and optimize software interfaces between individual modules. New wireless technologies for low‐latency networking and the issue of broadband expansion on the construction site were also investigated, as state‐of‐the‐art visualization and interaction technologies increase the demands on broadband infrastructure. The article introduces the possibilities of XR services in construction and then shows the developed scenarios for steel‐glass constructions. Finally, the combinability of the software modules for specific application scenarios is shown and an outlook is given on how Industrial Internet of Things and augmented reality technologies can be linked. [ABSTRACT FROM AUTHOR]

Metaverse respresents a virtual space integrating physical and virtual realities and enabling users and avatars to interact. Metaverse with mixed reality is a merge of virtual and augmented reality with real reality. Such technology has been introduced in various areas of business and science. This review discusses the opportunities of metaverse technology in esthetic medicine, such as education, operation planning and surgery. [ABSTRACT FROM AUTHOR]

In order to achieve a qualitatively high-grade standard of operations and follow-up monitoring of operations as well as a trouble-free communication in interprofessional teams and an overall high level of safety in the treatment of patients, simulation techniques are increasingly being implemented even in surgery. This article gives an overview of these aspects. Attention should be paid to the fact that simulation should always only be a part of a didactic concept that must be strictly flanked by learning targets and control of the learning targets and also by definition can only approximate to the real situation. [ABSTRACT FROM AUTHOR]

Copyright of Der Unfallchirurg is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Klassenführungskompetenzen sind bedeutsam für professionelles Handeln von Lehrpersonen. Die systematische Förderung der Klassenführungskompetenzen von Lehramtsstudierenden stellt ein Desiderat dar. Im vorliegenden Beitrag wird eine praxis- und theorieorientierte Entwicklung und Evaluation eines pädagogischen Konzeptes zur Förderung der Klassenführungskompetenzen von Lehramtsstudentinnen und -studenten in der Hochschullehre unter Verwendung eines vollimmersiven virtuellen Klassenzimmers vorgestellt. Auf der Basis einer Analyse theoretischer und empirischer Grundlagen zur Klassenführung und zu pädagogischen Konzepten zu deren Förderung unter besonderer Berücksichtigung der Potenziale von virtueller Realität (VR) wird ein Konzept für die Hochschullehre entwickelt. Im Konzept sind ein handlungsorientierter Ansatz und die Verwendung eines vollimmersiven Klassenzimmers bedeutsame Vorgehensweisen. Eine quasiexperimentelle Evaluationsstudie im Prä- und Posttestdesign bestätigt die höhere Wirksamkeit der Intervention im Vergleich zu einem handlungsorientierten Vorgehen ohne Einsatz eines virtuellen Klassenzimmers sowie zu einem Vorgehen, bei dem ausschliesslich die Erarbeitung von wissenschaftlicher Literatur zur Klassenführung zum Einsatz kam.

Immersiven Virtual Reality-Lernumgebungen wird ein hohes mediendidaktisches Potenzial zugesprochen, das in der derzeitigen Bildungspraxis jedoch nicht ansatzweise ausgeschöpft wird. Die Formulierung fundierter Handlungsempfehlungen für Leitungs-, Koordinations- und Lehrpersonen zur nachhaltigen Implementation von Virtual Reality-Lernszenarien in ihren Bildungseinrichtungen und Betrieben wird durch eine unzureichende empirische Ergründung erschwert. Sie betrifft insbesondere Kriterien ihrer didaktischen Konzeption und ihres Einsatzes in der Praxis. Hierfür fehlt es bis dato weitgehend an elaborierten Konzepten. Um dem zu begegnen, wird im vorliegenden Beitrag die Entwicklung eines Lernszenarios beschrieben und reflektiert, das eine immersive virtuelle Trainingswelt nutzt, um Immobilienverwaltende aus- bzw. weiterzubilden. Den Kern seines didaktisch flexiblen Konzepts bildet ein Rollenspiel, das einen situierten, konstruktivistischen und sozialen Lernprozess anregen und dadurch die beruflichen Handlungskompetenzen der Lernenden nachhaltig aufbauen bzw. stärken soll. Seine Entwicklung erfolgt in einem iterativen Gestaltungsprozess, der von einer mehrstufigen Mixed-Methods-Evaluation begleitet wird. Das Lernszenario kann in verschiedenen Formen u. a. in Berufsschulen, Berufsförderungswerken und Betrieben eingesetzt werden. Bisherige Pilotversuche zeigen vielversprechende Ergebnisse, machen aber auch wesentliche Herausforderungen für die weitere Entwicklung deutlich.

Copyright of HMD: Praxis der Wirtschaftsinformatik is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of HMD: Praxis der Wirtschaftsinformatik is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of HMD: Praxis der Wirtschaftsinformatik is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Psychotherapie Forum is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)