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Characterization of Cartilage-Like Spheroids via Safranin-O Staining and Digital Densitometry
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Variant annotation in the discovery of novel disease-associated variants in idiopathic normal pressure hydrocephalus
No full textLapsen spondylolyysi ja spondylolisteesi
No full textLannerangan nikaman takakaaren katkeamisen tai pidentymisen (spondylolyysi) seurauksena voi kehittyä nikamansiirtymä eli spondylolisteesi. Nikaman takakaari katkeaa yleensä rasitusmurtumasta, jolle altistavat perinnölliset tekijät ja toistorasitus. Rasitusmurtuman esiasteena pidetään rasitusosteopatiaa, joka voidaan todeta nikaman takakaaren turvotuksena lannerangan magneettikuvauksessa. Rasitusosteopatia häviää rasitusta vähentämällä. Suurin osa tuoreista nikaman takakaaren rasitusmurtumista paranee neljässä kuukaudessa, jos selkää rasittava urheilu tauotetaan. Valtaosa nikamansiirtymistä on todettaessa lieviä ja etenemättömiä. Suuriasteiset eli yli 50 %:n nikamansiirtymät ovat yleensä eteneviä, minkä takia niiden leikkaushoito on useimmiten aiheellista
Matematiikan aineenopettajien kokemuksia pelipohjaisen pedagogiikan toimivuudesta peruskoulussa
No full textSit Back and Think: Improving Metacognitive Reflection in Physical and Virtual Reality Classrooms
No full textStudents face ever increasing expectations on information absorption. This study highlights the paradox between the rapid information absorption often in conjunction with achieving a ‘flow state’, and the underutilization of metacognition. Using self-determination theory and flow to hypothesize conditions where immersive virtual reality (IVR) differs from traditional learning environments. A within-subjects experiment (N=35) was conducted with physical and IVR learning tools conditions. The results of binary logistic regression show that in traditional classroom setting, metacognition is influenced positively by relatedness and negatively by competence, while in IVR including setting, it is more likely when motivated by autonomy. The presence of flow decreases the likelihood of metacognition in both conditions. The study contributes to the discourse on metacognition, motivation, flow, and IVR, suggesting educational leaders should provide alternatives to flow learning, balance competence and promote relatedness in traditional settings while fostering autonomy in IVR to enhance students' metacognitive reflection
