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General Thermography
Published in James Stewart Campbell, M. Nathaniel Mead, Human Medical Thermography, 2023
James Stewart Campbell, M. Nathaniel Mead
Bacterial abscesses of the skin exhibit a circumscribed warm zone on infrared images of a properly cooled subject (Figure 10.11). Skin abscesses can range in size from small facial pimples to large swollen lesions. Staphylococcal bacteria are implicated in most cases. As a dermal abscess matures, it becomes white in the center from the erosion of the underlying pus – “pointing.” Pus is non-metabolizing debris, so pointing may appear cooler than the surrounding inflammation; thermographic studies are needed to confirm this. As the abscess resolves by either spontaneous involution or external drainage, the warm zone slowly resolves over several days or weeks as the local inflammation recedes. Fully-resolved abscesses are usually not visible to infrared imaging, although they may leave a visible scar.
Sexual assault of women of color
Published in Rachel E. Lovell, Jennifer Langhinrichsen-Rohling, Sexual Assault Kits and Reforming the Response to Rape, 2023
It is not just about pointing fingers. We ALL have biases. Our biases do not necessarily make us flawed individuals. It just means that we are paying attention to the world that we are socialized in both personally and professionally. If we slow down to engage in self-reflection and be open to feedback, we are able to identify where we might have biases. Therefore, our biases can be predictable and can become preventable.
Learning in the operating theatre
Published in Viv Cook, Caroline Daly, Mark Newman, Work-based Learning in Clinical Settings, 2021
Jeff Bezemer, Gunther Kress, Alexandra Cope, Roger Kneebone
Instead our notion of design acknowledges that learning environments are created using not only speech but also gesture, gaze, body posture and so forth. We have already seen examples of that. The registrar points at the area just below the navel before inviting the medical student to ‘have a feel’. This pointing is not only a precursor of the invitation; it also draws the student’s attention to the area he ought to feel. We have observed many such examples, including ones where speech was not involved at all. In those cases, people would, for example, cut a suture or dissect a piece of tissue held by others in response to pointing gestures (see Bezemer et al., 2011b, for a detailed description of these examples). Following our concept of ‘affordance’, we see all of these embodied actions, not only speech, as ‘explications’. The different forms of representation and communication have distinctive potentials and constraints, and so clinicians use them to make different things explicit, rather than ‘translating’ into speech what is already ‘implicitly there’ in other modes. The pointing gesture of the registrar, for instance, is a precise explication of an area that is left unspecified in the co-occurring question, ‘do you wanna have a feel?’ At the same time, the pointing gesture alone does not constitute a complete invitation to the medical student to ‘have a feel’.
Comparing learning during the familiarization phase with a slanted mouse and a vertical mouse when performing a repeated pointing–clicking task
Published in International Journal of Occupational Safety and Ergonomics, 2022
Gaudez Clarisse, François Cail, Wild Pascal
The need to learn to use new pointing device models is mentioned in some studies. Thus, in the study by Quemelo and Vieira [22], which compared a standard mouse and a vertical mouse, participants used the vertical mouse during their own time for at least 8 h per week for 2 weeks before testing. These authors concluded that the minimum 16-h period of acclimation might not have been sufficient. Indeed, they noted that some subjects were unable to handle the vertical mouse appropriately, and that the time to target was longer with the vertical mouse than with the standard mouse. In Lee et al.’s [23] study, during the familiarization phase, participants were asked to practice until they ‘felt comfortable’ with all of the tasks and alternative mouse designs, which were based on the same shape and chassis as a conventional mouse. Nevertheless, the first limitation inherent to this study, as noted by the authors, was the limited exposure to the alternative mouse designs. As a result, participants may not have fully adapted to the altered button design in terms of motor control and coordination. Dehghan et al. [24] assessed four types of pointing devices in their study. Before parameter measurements, each participant was asked to perform the pointing task several times with each device. In their discussion, these authors mentioned that several of their results could be due to lack of familiarity of the participants with the new pointing device.
Pointing to success: Caregivers’ beliefs about intelligence matter in their interactions with children1
Published in Evidence-Based Communication Assessment and Intervention, 2019
Daniela M. Avelar, Caroline E. Morano, Roberta Michnick Golinkoff
Outcome: Receptive and productive vocabulary was measured using the MB-CDI at each home visit as was parents’ and children’s use of pointing gestures. Pointing was operationally defined as using the index finger to indicate something, regardless of whether the point was accompanied by gaze or vocalizations. Children’s and parent’s pointing gestures were measured in two ways. First, researchers counted pointing tokens, the total number of pointing gestures, and second, researchers counted types, the different meanings conveyed by the gesture which corresponded to the different number of items parents and children pointed to. Reliability for coders on the pointing coding scheme was 89 to 91%. The Expressive Language subscale of the Mullen Scales of Early Learning was administered on the last visit when the child was 18 months as an additional measure of productive vocabulary. All of these measures were standardized and validated in previous research.
The Influence of Guided Error-Based Learning on Motor Skills Self-Efficacy and Achievement
Published in Journal of Motor Behavior, 2018
This study focused on the instruction of the pointing skills in the game of pétanque. Pétanque is one of the precise sports in the World Games. Pointing is the skill that enables the players to throw boules as close as possible to a target. The six-week teaching intervention included motion analyses and practices of different throw heights and swing arms, inspection of the site, decisions regarding an appropriate landing point, and the interrelation of these factors. The classes met for 2 hr/week. Each week the lesson was started with a short introduction (about 5 min), followed by team exploratory trials (about 20 minutes), team sharing (about 30 min), teacher's summary and demonstration (about 10 min), and team practice (about 30 min), and ended with a teacher's conclusion (about 5 min). The differences between the experimental group (under guided error-based learning) and the control group (under correct motion instruction) took place during the teacher's summary, demonstration, and feedback during team practice. The team activities were kept the same for the two groups so as to minimize the effects of collaborative learning on the research findings.