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El presente trabajo tiene como objetivo desarrollar un sistema experto enfocada y centralizada en ofrecer al usuario una recomendación para mejorar su salud por medio de dietas o consejos alimenticios. Las personas mayores de entre 50 a 75 años que se encuentren en la etapa de madurez podrán hacer uso de esta aplicación donde sí solo ingresan sus datos como, por ejemplo; el IMC, estatura, peso cuantas veces come al día, si toma algún suplemento. O si tiene una enfermedad, por ejemplo; gastritis, náuseas, pirosis, entre otras. Esta aplicación tendrá inteligencia artificial la cual permitirá tomar una decisión de acerca de que dietas debe seguir para tener una mejor calidad de vida, además tomara en cuenta si el usuario es alérgico a un ingrediente o a un alimento en específico, de esta forma el sistema experto tomara recetas de las cuales no posean ese ingrediente o alimento.

This paper summarizes the results of the first Monocular Depth Estimation Challenge (MDEC) organized at WACV2023. This challenge evaluated the progress of self-supervised monocular depth estimation on the challenging SYNS-Patches dataset. The challenge was organized on CodaLab and received submissions from 4 valid teams. Participants were provided a devkit containing updated reference implementations for 16 State-of-the-Art algorithms and 4 novel techniques. The threshold for acceptance for novel techniques was to outperform every one of the 16 SotA baselines. All participants outperformed the baseline in traditional metrics such as MAE or AbsRel. However, pointcloud reconstruction metrics were challenging to improve upon. We found predictions were characterized by interpolation artefacts at object boundaries and errors in relative object positioning. We hope this challenge is a valuable contribution to the community and encourage authors to participate in future editions., Comment: WACV-Workshops 2023

Projectile motion is a common phenomenon that is used in introductory physics courses to help students understand motion in two dimensions. Authors have shared a range of ideas for teaching this concept and the associated kinematics in The Physics Teacher; however, the “Hoop Challenge” is a new setup not before described in TPT. In this article an experiment is illustrated to explore projectile motion in a fun and challenging manner that has been used with both high school and university students. With a few simple materials, students have a vested interest in being able to calculate the height of the projectile at a given distance from its launch site. They also have an exciting visual demonstration of projectile motion when the lab is over.

Charities are often required to meet specific criteria, and each will have individual policies to achieve this. This chapter considers charity structure, purpose of the charity, policies, areas where it is important to have a defined policy, targets and key performance indicators, and people working with charities.

Infectious diseases can be a major problem in the shelter environment. This chapter provides a very brief overview of the infectious agents that can cause disease, how the pathogens of importance are transmitted, and how they might be managed and treated.

People find it easier to learn about topics that interest them. Recent neuroscience research has demonstrated that memory is improved when learning material about which we are curious. Therefore teaching in the context of what students are interested in should result in improved learning. How do we figure out what our students are curious about? What are they thinking? In this paper we will share techniques that we use in our teaching to determine what our students are highly motivated to learn. Data demonstrating increased interest in physics over the course of the term as well as student learning will also be shared.

We have empirically identified over 40 distinct sub-skills that affect a person's ability to solve complex problems in many different contexts. The identification of so many sub-skills explains why it has been so difficult to teach or assess problem solving as a single skill. The existence of these sub-skills is supported by several studies comparing a wide range of individuals' strengths and weaknesses in these sub-skills, their “problem solving fingerprint,” while solving different types of problems including a classical mechanics problem, quantum mechanics problems, and a complex trip-planning problem with no physics. We see clear differences in the problem solving fingerprint of physics and engineering majors compared to the elementary education majors that we tested. The implications of these findings for guiding the teaching and assessing of problem solving in physics instruction are discussed.

Artificial insemination can provide many benefits to breeding both in canines and other species. It allows the use of semen from stud dogs around the world without the requirement to transport the dogs, thereby opening up the possibilities of genetic diversity within a breed. The techniques required to perform insemination are complex but an invaluable tool in the breeding world.

The PhET Interactive Simulations Project partnered with the Excellence Research Center of Science and Mathematics Education at King Saud University with the joint goal of making simulations useable worldwide. One of the main challenges of this partnership is to make PhET simulations and the website easily translatable into any language. The PhET project team overcame this challenge by creating the Translation Utility. This tool allows a person fluent in both English and another language to easily translate any of the PhET simulations and requires minimal computer expertise. In this paper we discuss the technical issues involved in this software solution, as well as the issues involved in obtaining accurate translations. We share our solutions to many of the unexpected problems we encountered that would apply generally to making on-line scientific course materials available in many different languages, including working with: languages written right-to-left, different character sets, and different conventions for expressing equations, variables, units and scientific notation.

This paper describes the process for creating and validating an assessment test that measures the effectiveness of instruction by probing how well that instruction causes students in a class to think like experts about specific areas of science. The design principles and process are laid out and it is shown how these align with professional standards that have been established for educational and psychological testing and the elements of assessment called for in a recent National Research Council study on assessment. The importance of student interviews for creating and validating the test is emphasized, and the appropriate interview procedures are presented. The relevance and use of standard psychometric statistical tests are discussed. Additionally, techniques for effective test administration are presented.

We give an overview of the Physics Educational Technology (PhET) project to research and develop web-based interactive simulations for teaching and learning physics. The design philosophy, simulation development and testing process, and range of available simulations are described. The highlights of PhET research on simulation design and effectiveness in a variety of educational settings are provided. This work has shown that a well-designed interactive simulation can be an engaging and effective tool for learning physics.

The Physics Education Technology (PhET) project creates useful simulations for teaching and learning physics and makes them freely available from the PhET website (http://phet.colorado.edu). The simulations (sims) are animated, interactive, and game-like environments in which students learn through exploration. In these sims, we emphasize the connections between real-life phenomena and the underlying science, and seek to make the visual and conceptual models of expert physicists accessible to students. We use a research-based approach in our design—incorporating findings from prior research and our own testing to create sims that support student engagement with and understanding of physics concepts.

PhET Interactive Simulations (sims) are now being widely used in teaching physics and chemistry. Sims can be used in many different educational settings, including lecture, individual or small group inquiry activities, homework, and lab. Here we will highlight a few ways to use them in teaching, based on our research1 and experiences using them in high school and college classes. On our website we have a more complete guide to using PhET sims in the classroom: phet.colorado.edu/teacher_ideas/classroom‐use.php.

OVER the past two years, a consensus has been building among a number of vets working in the major animal welfare charities and in some universities that it would be desirable to form an Association of Charity Vets. A large number of vets and veterinary nurses work for animal welfare charities in the UK, providing subsidised or free veterinary care to owners unable to afford private veterinary fees or providing care …

Metastasis to the pituitary gland is very uncommon and a first presentation of any systemic tumour through pituitary metastasis is rare. The authors report an 82-year-old Caucasian woman, well-controlled hypertensive and moderate smoker who presented with worsening diplopia. On ocular motility examination she had partial right third nerve paralysis along with reduced vision in the right eye and headache. MRI brain showed a large growth in the pituitary gland consisting with radiological features of pituitary macroadenoma. The initial chest x-ray showed a non-specific shadow that raised some suspicions and a CT scan of her thorax confirmed a right central bronchial carcinoma. The authors suggest that pituitary gland metastases be considered as part of the differential diagnosis for any patient presenting with a pituitary lesion, as pituitary disease could be the first manifestation of an underlying malignancy.

This paper extends prior research on student use of computer simulations (sims) to engage with and explore science topics, in this case wave interference. We describe engaged exploration; a process that involves students actively interacting with educational materials, sense making, and exploring primarily via their own questioning. We analyze interviews with college students using PhET sims in order to demonstrate engaged exploration, and to identify factors that can promote this type of inquiry. With minimal explicit guidance, students explore the topic of wave interference in ways that bear similarity to how scientists explore phenomena. PhET sims are flexible tools which allow students to choose their own learning path, but also provide constraints such that students’ choices are generally productive. This type of inquiry is supported by sim features such as concrete connections to the real world, representations that are not available in the real world, analogies to help students make meaning of and connect across multiple representations and phenomena, and a high level of interactivity with real-time, dynamic feedback from the sim. These features of PhET sims enable students to pose questions and answer them in ways that may not be supported by more traditional educational materials.

When students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, the percentage of correct answers typically increases. This outcome could result from gains in understanding during discussion, or simply from peer influence of knowledgeable students on their neighbors. To distinguish between these alternatives in an undergraduate genetics course, we followed the above exercise with a second, similar (isomorphic) question on the same concept that students answered individually. Our results indicate that peer discussion enhances understanding, even when none of the students in a discussion group originally knows the correct answer.

Background Acute central retinal artery occlusion (CRAO) occurs as a sudden interruption of the blood supply to the retina and results in an almost complete loss of vision in the affected eye. There is no generally agreed treatment regimen although a number of therapeutic interventions have been proposed. Objectives The objective of this review was to examine the effects of treatments used for acute non-arteritic CRAO. Search strategy We searched the Cochrane Central Register of Controlled Trials (CENTRAL) (which contains the Cochrane Eyes and Vision Group Trials Register) (The Cochrane Library, Issue 3, 2008), MEDLINE (January 1966 to September 2008), EMBASE (January 1980 to September 2008) and the reference lists of relevant papers. Selection criteria We included randomised controlled trials (RCTs) only in which one treatment aimed to re-establish blood supply to the retina in people with acute CRAO was compared to another treatment. Data collection and analysis Two authors independently assessed the search results for relevant trials. Discrepancies were resolved by discussion. Main results We found two RCTs that met our inclusion criteria. Authors' conclusions The included studies in this review were small and from single centres. Neither study was completely clear about it's method of treatment allocation. One study described the use of pentoxifylline tablets (three 600 mg tablets daily) and the other the use of enhanced external counterpulsation (EECP) combined with haemodilution. Both studies indicated improved retinal perfusion in the non-control group but neither showed an improvement in vision. Large, well-designed RCTs are still required to establish the most effective treatment for acute CRAO. These studies should be looking at factors important to the patient i.e. improved vision with acceptable risk/side-effects.

When students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, the percentage of correct answers typically increases. This outcome could result from gains in understanding during discussion, or simply from peer influence of knowledgeable students on their neighbors. To distinguish between these alternatives in an undergraduate genetics course, we followed the above exercise with a second, similar (isomorphic) question on the same concept that students answered individually. Our results indicate that peer discussion enhances understanding, even when none of the students in a discussion group originally knows the correct answer.

Melatonin, a molecule implicated in a variety of diseases, including cancer, often exerts its effects through G-protein-coupled melatonin receptors, MT(1) and MT(2). In this study, we sought to understand further the domains involved in the function and desensitization patterns of these receptors through site-directed mutagenesis. Two mutations were constructed in the cytoplasmic C-terminal tail of each receptor subtype: (i) a cysteine residue in the C-terminal tail was mutated to alanine, thus removing a putative palmitoylation site, and a site possibly required for normal receptor function (MT(1)C7.72A and MT(2)C7.77A) and (ii) the C-terminal tail in the MT(1) and MT(2) receptors was truncated, removing the putative phosphorylation and beta-arrestin binding sites (MT(1)Y7.64 and MT(2)Y7.64). These mutations did not alter the affinity of 2-[(125)I]-iodomelatonin binding to the MT(1) or MT(2) receptors. Using confocal microscopy, it was determined that the putative palmitoylation site (cysteine residue) did not play a role in receptor internalization; however, this residue was essential for receptor function, as determined by 3',5'-cyclic adenosine monophosphate (cAMP) accumulation assays. Truncation of the C-terminal tail of both receptors (MT(1)Y7.64 and MT(2)Y7.64) inhibited internalization as well as the cAMP response, suggesting the importance of the C-terminal tail in these receptor functions.

The Physics Education Technology (PhET) project creates useful simulations for teaching and learning physics and makes them freely available from the PhET website (http://phet.colorado.edu). The simulations (sims) are animated, interactive, and game-like environments in which students learn through exploration. In these sims, we emphasize the connections between real-life phenomena and the underlying science, and seek to make the visual and conceptual models of expert physicists accessible to students. We use a research-based approach in our design—incorporating findings from prior research and our own testing to create sims that support student engagement with and understanding of physics concepts.

A student’s beliefs about science and learning science may be more or less sophisticated depending on the specific science discipline. In this study, we used the physics and chemistry versions of the Colorado Learning Attitudes about Science Survey (CLASS) to measure student beliefs in the large, introductory physics and chemistry courses, respectively. We compare how biology majors — generally required to take both of the courses — view these two disciplines. We find that these students’ beliefs are more sophisticated about physics (more like the experts in that discipline) than they are about chemistry. At the start of the term, the average % Overall Favorable score on the CLASS is 59% in physics and 53% in chemistry. The students’ responses are statistically more expert‐like in physics than in chemistry on 10 statements (P ⩽ 0.01), indicating that these students think chemistry is more about memorizing disconnected pieces of information and sample problems, and has less to do with the real world. In addition, these students’ view of chemistry degraded over the course of the term. Their favorable scores shifted −5.7% and −13.5% in ‘Overall’ and the ‘Real World Connection’ category, respectively, in the physics course, which used a variety of research‐based teaching practices, these scores shifted 0.0% and +0.3%, respectively. The chemistry shifts are comparable to those previously observed in traditional introductory physics courses.

Aim: To attempt to validate two scoring systems for the prediction of intraoperative complication during phacoemulsification surgery. Methods: The study population was patients attending Sunderland Eye Infirmary who underwent phacoemulsification surgery between 1 January 2001 and 31 December 2003. The authors applied each scoring system to a control group of 300 patients from this study population and extrapolated the results to give an estimate of the spread of scores for the entire population. They then applied the same scoring systems to all complicated cases from the same study population. Using these results they were able to calculate the risk of a complication for a particular score on each scoring system. Conclusion: The application of these systems in clinical practice would allow appropriate selection of phacoemulsification cases for trainee surgeons, more accurate consent from patients for their phacoemulsification surgery, and the unbiased comparison of surgical outcomes from surgeons with differing case mix difficulties.

Background To examine whether variations in non-medical personnel influence the incidence of complications in a cataract theatre. Methods A retrospective Case-Control study was undertaken in a single-site, designated cataract theatre. Staffing variations within theatre were examined and the incidence of cataract complications was assessed. Results 100 complicated lists and 200 uncomplicated control lists were chosen. At least 7 nurses were present for every list. Mean experience of the nurses was 6.4 years for case lists and 6.5 years for control lists. Average scrub nurse experience in years was 7.6 years for complicated lists and 8.0 years for controls. 26% of complicated case lists were affected by unplanned leave and 17% in control lists. Odds ratio 1.7 (1.0 to 3.1) 95% CI. Conclusion Unplanned leave can have a detrimental effect on the operating list. The impact of this may be modifiable with careful planning.

We examine the relationships between students’ self‐reported interest and their responses to a physics beliefs survey. Results from the Colorado Learning Attitudes about Science Survey (CLASS v3), collected in a large calculus‐based introductory mechanics course (N=391), were used to characterize students’ beliefs about physics and learning physics at the beginning and end of the semester. Additionally students were asked at the end of the semester to rate their interest in physics, how it has changed, and why. We find a correlation between surveyed beliefs and self‐rated interest (R=0.65). At the end of the term, students with more expert‐like beliefs as measured by the ‘Overall’ CLASS score also rate themselves as more interested in physics. An analysis of students’ reasons for why their interest changed showed that a sizable fraction of students cited reasons tied to beliefs about physics or learning physics as probed by the CLASS survey. The leading reason for increased interest was the connection between physics and the real world.

This paper examines the effects of substituting a computer simulation for real laboratory equipment in the second semester of a large-scale introductory physics course. The direct current circuit laboratory was modified to compare the effects of using computer simulations with the effects of using real light bulbs, meters, and wires. Two groups of students, those who used real equipment and those who used a computer simulation that explicitly modeled electron flow, were compared in terms of their mastery of physics concepts and skills with real equipment. Students who used the simulated equipment outperformed their counterparts both on a conceptual survey of the domain and in the coordinated tasks of assembling a real circuit and describing how it worked.

A number of instruments have been designed to probe the variety of attitudes, beliefs, expectations, and epistemological frames taught in our introductory physics courses. Using a newly developed instrument — the Colorado Learning Attitudes about Science Survey (CLASS) — we examine the relationship between students’ beliefs about physics and other educational outcomes, such as conceptual learning and student retention. We report results from surveys of over 750 students in a variety of courses, including several courses modified to promote favorable beliefs about physics. We find positive correlations between particular student beliefs and conceptual learning gains, and between student retention and favorable beliefs in select categories. We also note the influence of teaching practices on student beliefs.

The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure various facets of student attitudes and beliefs about learning physics. This instrument extends previous work by probing additional facets of student attitudes and beliefs. It has been written to be suitably worded for students in a variety of different courses. This paper introduces the CLASS and its design and validation studies, which include analyzing results from over 2400 students, interviews and factor analyses. Methodology used to determine categories and how to analyze the robustness of categories for probing various facets of student learning are also described. This paper serves as the foundation for the results and conclusions from the analysis of our survey data.

This paper examines the effects of substituting computer simulations in place of real laboratory equipment in the second semester of a large‐scale introductory physics course. The direct current (DC) circuit laboratory was modified to compare the effects of using computer simulations with the effects of using real light bulbs, meters and wires. Three groups of students, those who used real equipment, those who used computer simulations, and those who had no lab experience, were compared in terms of their mastery of physics concepts and skills with real equipment. Students who used the simulated equipment outperformed their counterparts both on a conceptual survey of the domain and in the coordinated tasks of assembling a real circuit and describing how it worked.

HEAD AND NECK Fascial Compartments of the Neck What is the significance of the fascial compartments of the neck? They compartmentalise structures in the neck and form natural planes of cleavage through which tissues can be separated in surgery. They also form planes along which infections can spread. What are the different fascial layers? They are made up of superficial and deep cervical fascia. Superficial fascia lies between the skin and investing layer of deep fascia. As well as containing nerves, blood vessels and lymphatics, it encloses the platysma muscle anteriorly. The deep cervical fascia consists of four parts: investing; pretracheal; prevertebral; and the carotid sheath. Can you tell me the margins of the investing layer? The investing layer of fascia surrounds the neck deep to the superficial fascial layer. It splits to enclose the trapezius and sternocleidomastoid muscles on either side. The superior attachment of the investing layer extends from the superior nuchal line to the tip of the mastoid process. It extends to the zygomatic arch and the lower border of the mandible. Anteriorly, it attaches to the hyoid bone and posteriorly, it attaches to the ligamentum nuchae. Between the angle of the mandible and mastoid process, it splits to enclose the parotid and submandibular glands. Inferiorly, it attaches to the manubrium, clavicles and the spines and acromion of the scapulae. In attaching to the manubrium, the investing layer attaches to the anterior and posterior border forming a suprasternal space.

This book is designed specifically for candidates preparing for the MRCS Viva examination. The format of the exam has been used in the book's structure, with over 1000 questions to illustrate the key points of over 200 topics. The book has been divided into 6 main chapters corresponding to a viva 'station' in the exam. Each chapter begins with a check-list of the main topics and themes covered by the exam, and information is then subdivided logically within the chapter itself. Key 'pass-or-fail' concepts are covered, and in some cases, topics are covered in more detail than will be asked in the exam, so the candidate can be confident that they will be fully prepared.