Lebenswissenschaften und Ethik
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Static pelvic tilt impacts functional cup position in total hip arthroplasty (THA). In the current study we investigated the effect of kinematic pelvic changes on cup position. In the course of a prospective controlled trial postoperative 3D-computed tomography (CT) and gait analysis before and 6 and 12 months after THA were obtained in 60 patients. Kinematic pelvic motion during gait was measured using Anybody Modeling System. By fusion with 3D-CT, the impact of kinematic pelvic tilt alterations on cup anteversion and inclination was calculated. Furthermore, risk factors correlating with high pelvic mobility were evaluated. During gait a high pelvic range of motion up to 15.6° exceeding 5° in 61.7% (37/60) of patients before THA was found. After surgery, the pelvis tilted posteriorly by a mean of 4.0 ± 6.6° (p < .001). The pelvic anteflexion led to a mean decrease of −1.9 ± 2.2° (p < .001) for cup inclination and −15.1 ± 6.1° (p < .001) for anteversion in relation to the anterior pelvic plane (APP). Kinematic pelvic changes resulted in a further change up to 2.3° for inclination and up to 12.3° for anteversion. In relation to the preoperative situation differences in postoperative cup position ranged from −4.4 to 4.6° for inclination and from −7.8 to 17.9° for anteversion, respectively. Female sex (p < .001) and normal body weight (p < .001) correlated with high alterations in pelvic tilt. Kinematic pelvic changes highly impact cup anteversion in THA. Surgeons using the APP as reference should aim for a higher anteversion of about 15° due to the functional anteflexion of the pelvis during gait.
Embodiment theories have proposed a reciprocal relationship between emotional state and bodily reactions. Besides large body postures, recent studies have found emotions to affect rather subtle bodily expressions, such as slumped or upright sitting posture. This study investigated back muscle activity as an indication of an effect of positive and negative emotions on the sitting position. The electromyography (EMG) activity of six back muscles was recorded in 31 healthy subjects during exposure to positive and negative affective pictures. A resting period was used as a control condition. Increased muscle activity patterns in the back were found during the exposure to negative emotional stimuli, which was mainly measured in the lumbar and thorax regions. The positive emotion condition caused no elevated activity. The findings show that negative emotions lead to increased differential muscle activity in the back and thus corroborate those of previous research that emotion affects subtle bodily expressions.
In this paper we describe a proposed framework for Cooperative Adaptive Personalized Education for Life-long Learning and Activation (CAPELLA). CAPELLA comprises four models: A Knowledge Organization Model, a Learning Process Model, a Community Collaboration Model and a Gaming Model. The underlying pedagogical approach is based on the four pillars of learning: Learning to know, learning to do, learning to collaborate and learning to be. Based on these models and principles, CAPELLA provides a theoretical framework that may assist IT developers to develop state-of-the-art educational platforms and advanced learning applications. Using an example of a UML Diagramming Workshop we demonstrate how CAPELLA incorporates the principles of Adaptive Learning.
Writing, with no doubt, is besides reading a core competency which allows us to "exploit" knowledge in general. It also makes possible the exploration of software engineering's core issues. Especially within this context it is necessary to master the reading of complex texts as well as to be able to write in an appropriate academic expression. With regard to studies in software engineering this seems to be obvious, but in fact the opposite is the reality. Therefore measures to improve these skills seemed to be necessarily applied. At the Ostbayerische Technische Hochschule (OTH, University of Applied Sciences, Regensburg) a new format, the so called c*lab, was installed during the winter semester 2017. This was a course which followed the principle of "Writing Across the Curriculum" (WAC). Organized parallel to a lecture of learning how to program the language C, and addressing students of the first semester, the course was a complete voluntary offer in addition to the general standard courses and lectures of the faculty. Students who participated not only reflected on C and its principles, nor only on writing as a self purpose, but they also learned to express technical thoughts and ideas by the use of didactic methods. The idea to transfer also basic LTeX concepts to write a paper based on the IEEE bare_conf.tex-template were also planned. The course followed the idea of student's-centred learning. This paper presents the main structure, goals, and means of the c*lab, and the theory behind. It also embeds the course within the horizon of experiences of teaching writing skills at the Laboratory for Safe and Secure Systems (LaS 3 ) at the faculty of electronic and information engineering at the OTH Regensburg. First experiences have shown that participants increase writing skills and their idea of the importance of writing.
This paper deals with the validation and modification of the German questionnaire "F-Komp". In its original version, it was intended to measure university students' research competences. In the beginning of this study, there were only a few tools available which were reliable. For the purposes of this study, they were not suitable. At the same time, there was no validated version of the F-Komp available, which made the whole validation process for further usage necessary. This questionnaire is based on a structure, which consist of different skills and knowledge and is focused on measuring research competence in general. The validation and modification of the F-Komp is therefore the aim of our contribution as well as a revised version of the questionnaire. We proceeded an explorative factor and a reliability analysis to do a general evaluation of the tool. Some modifications were done in the questionnaire to make it more suitable to the requirements of technical oriented universities of applied sciences [5]. Our revised version is slightly longer and contains several items to gather data about the participants demographics. The modified questionnaire is based on a more appropriate factor structure. This structure is more practically oriented and pays attention to ethical issues. In future cases, this questionnaire will be used in research oriented courses to measure students' progress in acquiring the knowledge and methods which are necessary to perform as a scientist in different research areas.
Barrett's esophagus denotes a disorder in the digestive system that affects the esophagus' mucosal cells, causing reflux, and showing potential convergence to esophageal adenocarcinoma if not treated in initial stages. Thus, fast and reliable computer-aided diagnosis becomes considerably welcome. Nevertheless, such approaches usually suffer from imbalanced datasets, which can be addressed through Generative Adversarial Networks (GANs). Such techniques generate realistic images based on observed samples, even though at the cost of a proper selection of its hyperparameters. Many works employed a class of nature-inspired algorithms called metaheuristics to tackle the problem considering distinct deep learning approaches. Therefore, this paper's main contribution is to introduce metaheuristic techniques to fine-tune GANs in the context of Barrett's esophagus identification, as well as to investigate the feasibility of generating high-quality synthetic images for early-cancer assisted identification.
The evaluation and assessment of Barrett’s esophagus is challenging for both expert and nonexpert endoscopists. However, the early diagnosis of cancer in Barrett’s esophagus is crucial for its prognosis, and could save costs. Pre-clinical and clinical studies on the application of Artificial Intelligence (AI) in Barrett’s esophagus have shown promising results. In this review, we focus on the current challenges and future perspectives of implementing AI systems in the management of patients with Barrett’s esophagus.
Mental stress reduces performance and changes musculoskeletal loading in football-related movements
(2020)
Purpose:
Football players have a high risk of leg muscle injuries, especially when exposed to mental stress. Hence, this study investigated the musculoskeletal response of elite youth football players during highly dynamic movements under stress. The hypothesis is that mental stress reduces performance and changes the muscular forces exerted.
Materials & methods:
Twelve elite youth football players were subjected to mental stress while performing sports-specific change-of-direction movements. A modified version of the d2 attention test was used as stressor. The kinetics are computed using inverse dynamics. Running times and exerted forces of injury-prone muscles were analysed.
Results:
The stressor runs were rated more mentally demanding by the players (p = 0.006, rs = 0.37) with unchanged physical demand (p = 0.777, rs = 0.45). This resulted in 10% longer running times under stress (p < 0.001, d = −1.62). The musculoskeletal analysis revealed higher peak muscle forces under mental stress for some players but not for others.
Discussion:
The study shows that motion capture combined with musculoskeletal computation is suitable to analyse the effects of stress on athletes in highly dynamic movements. For the first time in football medicine, our data quantifies an association between mental stress with reduced football players’ performance and changes in muscle force.
Software process models are important in software projects in order to give the work of a project guidelines or a framework. However, teaching process models in higher education seems to be quite challenging. This has to do with the fact that undergraduates have no experience with projects in which process models are used. The theoretical mediation of process models is initially on a very abstract level. For this reason, we chose to combine two didactic approaches, namely problem-based learning and project work.
Various traditional plan-driven process models have been expanded in courses in Software Engineering with agile process models. The Scrum Framework is the focus of consideration of this paper.
Three Universities of Applied Sciences which cooperate in the EVELIN project focused on Scrum as a process model and integrated it into their teaching. Since the respective concepts of implementation differ, they should be presented and compared in this article to presents some practice approaches.
The goal of this presentation of is a uniform evaluation in order to obtain insights from different perspectives. This comparison can draw conclusions for possible necessary improvements of the respective concepts.