The prosthesis can also be coated in hydroxyapatite, which is an osteoconductive agent. There is a tendency to use non-cemented femoral stems in younger patients, due to higher reported rates of loosening of cemented stems in long term follow-up. Most common fixation for the acetabular component is non-cemented.īiologic fixation uses either porous coated metallic surface to stimulate bone in growth or grit-blasted surface to allow bone on growth. Prosthesis fixationįemoral stem fixation can be either cemented or non-cemented (biological) fixation. Excessive anteversion or retroversion can lead to dislocation. Femoral component position should be in 10-15° of anteversion. The acetabular component should be positioned at 20° of anteversion with an inclination of 45°. A hip positioned in varus can cause increased loosening and stem failure and can also lead to dislocation. Excessive valgus creates strain on the knee, can lengthen the leg, and can lead to superior dislocation with adduction of the leg. The overall position of the prosthetic hip replacement should ideally be in a mild degree of valgus, but should not exceed 140°. Multiple patient and surgical factors can alter the ideal position of the components. Stability of the prosthetic joint is the primary goal in choosing the position of implanted prosthesis. Attached to the femoral component is the neck and head which in most prostheses can be altered in size to create a stable joint.Īcetabular component: main variations in acetabular component on radiograph are related to fixation method and position. They can be described by length, taper, and presence of a collar. Metal-on-polyethylene (metal head with a polyethylene acetabular liner)Ĭeramic-on-ceramic (ceramic head with a ceramic acetabular liner)įemoral component or stem: this refers to the prosthesis which is implanted into the femur. Metal-on-metal (metal head and a metal acetabular component) These will give different appearance on radiograph depending on the configuration. The femoral head and the acetabular liner can be used in different combinations. Prosthesis designīearing surfaces are the surfaces which articulate in the prosthetic joint. A capsulotomy is then performed and the hip dislocated. This will uncover the short external rotators, which are dissected off the femur and retracted back over the sciatic nerve to protect the nerve throughout the operation. Dissection includes splitting fascia lata and gluteus maximus in line with its fibers. Skin incision is made 10-15 cm centered on the posterior aspect of the greater trochanter. Most common surgical approach for total hip arthroplasty is a posterior approach to the hip. IndicationsĬan be considered in a case by case basis in neck of femur fracture (displaced intracapsular) in active and healthy patients It is a commonly performed procedure usually with very good results and return to function. Total hip arthroplasty (THA), also known as total hip replacement (THR), is an orthopedic procedure that involves the surgical excision of the femoral head and cartilage of the acetabulum and replacement of the joint with articulating femoral and acetabular components.
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To diagnose CAPD, a battery of auditory diagnostic tests examines the integrity of the CANS. This list is not exhaustive, and there is significant symptomatic overlap with the aforementioned learning disorders, e.g., ADHD. Inability to follow complex commands or directions Clinically, CAPD presents in young children as behavioral characteristics. However, CAPD can affect adults of all ages, as there are multiple etiologies, including cerebrovascular disease, malignancy, and neurotoxicity. ĬAPD is primarily a condition that affects children and is highly prevalent in patients with diagnoses of learning difficulties such as dyslexia, attention deficit disorder (ADHD), and autism spectrum disorder (ASD). The auditory system is highly interconnected with ascending, descending, and crossing fibers that enable higher-order functions from the prefrontal cortex, hippocampus, limbic circuits, etc., to connect directly or indirectly with the auditory system, giving rise to our perception and understanding of auditory information. There is also a series of descending neuronal circuits within the auditory system, which allows for the modulation of auditory processing at multiple levels. There are several levels of crossing fibers throughout the brainstem, allowing both ipsilateral and contralateral signals to contribute to the many aspects of auditory processing. Auditory information reaches the cochlear nucleus from the peripheral auditory system via the auditory nerve. A series of nuclei transmit the information to the cortex for the perception of sound to occur: the cochlear nucleus, the superior olivary nuclei, the lateral meniscus, the inferior colliculus, and the medial geniculate nuclei. The CANS extends from the cochlear nucleus in the brainstem to the auditory cortex. Patients with CAPD tend to have normal outer, middle, and inner ear anatomy with preserved function however, they have deficits in the neural processing of auditory stimuli that are not due to cognitive or higher-order language pathology. Ĭentral auditory processing disorder (CAPD) is a condition that primarily affects the CANS. Disruption of this process will result in deficits in speech perception, sound localization, auditory discrimination, and temporal characterization of sounds. Central auditory processing (CAP) is the ability to perceptually receive stimuli within the central auditory nervous system (CANS) and conduct the subsequent neurobiological activities that give rise to the electrophysiological auditory action potentials. is an Adjunct Professor at theUniversity of Cincinnati - College of Allied Health Sciences - Department of Communications Sciences and Disorders. In all cases we do well to describe children's auditory behaviors, their strengths and weaknesses, and develop management programs that help to alleviate the listening problems experienced by children to help them achieve at their highest level. Clinically, while we can sometimes differentiate between the two disorders we should recognize that they often co-exist along with other problems such as language disorders. So, the question you ask is still being debated. At least one author believes that ADHD and cognitive disorders are the prevailing problem among children diagnosed as having APD, and that few children are specifically APD. On the other hand it is true that both groups might benefit from classroom management to include even assistive listening devices to help focus listening and attention.Īt another level, many of the position papers published over the last 15 years acknowledge the difficulty of recognizing the comorbidity of APD and ADHD. One reason to appropriately identify APD versus ADHD is that APD is not treated with stimulant medication. That is not always the case and audiologists who are involved in the assessment of individuals with APD work to see when they can differentiate between the two disorders. There is no question that APD and ADHD can, and often do, co-exist. Question Can Auditory Processing Disorder (APD) and Attention Deficit Hyperactivity Disorder (ADHD) co-exist? I have a patient who was diagnosed with ADHD first and then APD. You could find out for yourself what it does, but that seems a bit much of an effort for you - and isn't it easier just to not bother and post uninformed opinions here? That's embarrassing for you, as voice attack does more, quite a bit more, than simply emulating a controller and giving feedback. You are free to not like it, but most people try to understand the actual thing they dislike and not argue based on info they remember from twenty years ago. What you have spelled out is your ignorance of voice attack (comparing something with the tech nowadays to the late 90s is just plain alarming), as well as your dislike of it. You beautifully derailed the actual question - which was about jumping and not direction - and I sensed your hostility, but tried to answer you anyway my mistake. You were the first one to ask about it lining up the direction automatically and *that is not what the OP asks*. It can be set to auto jump one time from the station. The only thing it can do is emulate a controller and give feedback to user input. It doesn't 'magically' add autopilot functionality as in EVE. Let me spell it out for you: Voice Attack does nothing OP asked for. Is that OK with you? If you have an issue with me trying to help others, should I stop? I followed that up here with some info regarding voice attack and auto jumping from a station. I brought it up specifically because the OP had asked about voice attack in another thread, and I explained to him there some things about making commands. Why did you even bring up Voice Attack to begin with? It does nothing OP asked for. That's one jump, and you even have to align your ship beforehand. All it can do is auto-initiate a jump command as you're leaving the no fire zone of a station. As far as i can tell Voice Attack can't do any of that. In EVE you select a target system, and the game just pilots your ship to it according to the generated route. This is even worse, that's not an autopilot at all. You'd repeat commands until you were happy with the position.My bad, I was under the impression that you meant it pointed to a target system via voice command. Originally posted by Liduska77:You've only a monitor for saving positions of the mouse, it doesn't matter how many systems there are. Click and hold to do this with a mouse or trackpad.Use the arrows to move predictably, or spin round the dial to make it look like the earth is wobbling unpleasantly. The move joystick does change your location, but not your altitude or the direction you are looking in.Experiment to see the difference between these controls and those discussed above.If you grab the N marker you can rotate it round the eye tool - this has the effect of rotating the model round the centre of view (same as the left-right arrows).From the keyboard use the arrow keys (↓↑←→) to tilt or rotate the model.The geeky programmers at Google have allowed for both possible ways of navigating but the User Interface gurus have decided this is confusing so have more or less hidden it (which really does make it confusing). The eye tool, as described above, changes the direction you look at the model, but it is also possible to change the orientation of the model relative to you.Also use n - to reset to facing north u - to reset to looking straight down (learn these, they are useful).keyboard alternatives - use ctrl (⌘ on Mac) plus arrow keys ↓↑←→.Use the bottom arrow to look back down.Use the top arrow to look up, toward the horizon Use the vertical arrows to change tilt - default is to look straight down.The North symbol then rotates round the tool to show your facing Rotate or use the horizontal arrows to change which way you are facing.The eye tool does not change your location but it does change what you look at.I strongly reccomend opening Google Earth Pro and working through the notes below/experimenting with the controls one at a time. As with any 3D viewer you need to take time to get used to the controls. Google Earth is designed to be easy to use but you are looking at a 3-D model and what you see is a function of both the orientation of the model in virtual space and your distance from it. Also set the Navigation controls to be permanently on. The status bar at the bottom of the cscreen is especially useful. NB The Roads and Borders options are often valuable, turn them on and off as needed.įrom the View Menu: Hide the tab bar (its a waste of space) but show the toolbar, sidebar and status bar. Turn everything else off, to give a clean view. What is shown in addition to the basic terrane view is controlled from a panel at bottom right. 2 but this introduce distortions so use carefully, and don't use it at all in mountainous areas). Also check that the unit of Measurement is Meters, Kilometers and that Elevation exageration is set to 1 (if you are working in a low relief area like southern England you may want to experiment with setting a higher value, e.g. For the most part the default options are what you want butĬhange " Show Lat/Long" to Decimal degrees - they are far more convenient than using minutes and seconds. There is a preferences setting box, accessed from the menus. It has functionality which is missing from the other versions and as a geologist you should use the full application. It is free and it runs on PCs, Macs and Linux computers. You want to download the full desktop application - Google Earth Pro. For information on using this system to develop resources see: Create a map or story in Google Earth Web This interface is also availabe via a web browser at earth.google. It works really well and is a great way to rapidly get a good 3D view, but you can't control it as precisely and the options for adding your own content are much more limited. Google Earth on mobile - this is a simplified version of Google Earth Pro, with a cleaner interface. It has many features that are missing in Google Maps including the ability to add your own content, and it allows much greater control of what you see - although it is a bit harder to use. Google Earth Pro - this is a separate desktop app and essentially is a special browser for google imagery. It has awesome search but you can't add your own content and the view is often cluttered. Google Maps - you are almost certainly used to this system, on both web browsers and phone apps. The same basic system is made available in three different ways. The google earth system integrates satellite imagery, maps of the world, street view imagery, a digital elevation model and 3D viewing system. You won’t really know if you’ll like the way blue black hair looks on you until you try it! Instead of hoping for the best and committing to the color, use an online tool to try on the color and see how it looks on you.
Throwing performance was assessed four times throughout the study. Students were tested before and after a 5-week intervention using the object control subtest from the Test of Gross Motor Development-2 (Ulrich & Sandford, 2000). Participants from two intact classes were randomly assigned to an experimental or control condition. 100 years ago, we might not have been able to identify why it was so important, but we could certainly observe the benefits of these motions! Now, we have the technology and the research available to identify not just the importance of these activities, but which movements benefit brain and physical development, and why they’re so important.The purpose was to examine the effect of Brain Gym on learning the overhand throw among 42 first grade students. Even if we reach a point where we don’t use handwriting, which still seems far away, that dominant hand is used for most tasks during the day, and crossing the midline helps to strengthen the dominant hand, and refine motor control.Ĭrossing the midline is one of those valuable skills we develop naturally, which has cognitive and physical benefits, and is fostered from even the earliest days in the Montessori classroom. We don’t always use one side of our body - even something as “simple” as walking coordinates different movements on different sides of our body, much less something more complex like playing sports.Īdditionally, as far advanced as our technology gets, we still use handwriting, and tend to have one hand (and one eye and one leg!) dominant, and one hand helping. These movements are also helpful in developing coordination and control. This can be helpful with cognitive or academic skills, such as reading or writing. This helps develop strong neural pathways, and paves the way for higher levels of learning, assisting in the development of logical and creative problem solving. These movements are important because they help the two hemispheres, the two sides, of the brain communicate. We use these movements in daily life, and we assist their development in the classroom, particularly in the exercises of Practical Life. Hands working cooperatively to fasten a button. We like these movements, and we use them a lot. Crossing the midline is exactly that, a movement that crosses the body, the left hand reaching across to perform some activity on the right side of the body. We have two eyes, two hands, two legs, one on each side of the midline. Imagine a line going down the middle of your body, dividing left and right - that’s the midline. We know it’s important, we even might be able to identify or deduce when a child is demonstrating in, but do we know what it means? Do we know Why it’s important, or just that it Is important?Ĭrossing the midline is a descriptive phrase. In the sphere of child development, “crossing the midline,” is one such phrase. We could use it in a sentence, but could we define it? Do we have a clear and true understanding? Maybe. There are these phrases that pop up from time-to-time, they get thrown about and it’s important, but do we know what they mean? “Non-gmo” and “mindfulness” come to mind. It’s like any muscle, use develops strength and refinement. Our hands talk to our brains, and the synapses formed lead to greater control, knowledge, and awareness. Maria Montessori writes, the hand is the instrument of the mind, and she knew then as we do now, a child must be literally in touch with their world to understand, and later to master and to manipulate it. This shouldn’t be a surprise, given Maria Montessori’s background as a physician, and the fact that this philosophy developed not through hypothetical “this should work!” but rather through observation, noticing what children are demonstrating, and adapting the materials and theory to match the child, not the other way around.Įverything, from basic Practical Life exercises like Pouring and Opening and Closing Containers, to working with verbs and long division, includes some kind of movement. What we’ve known anecdotally now has affirmation in research. Crossing the Midline: How Science Supports Montessori DictionaryĪ really amazing thing about Montessori, is that, the more we’re learning about brain development, the more science and research advance our knowledge, the more this pedagogy is being affirmed. Not trying to rag just want to understand. zip file contains everything necessary to get this to work?Īgain their browser method worked the very first time i tried it on 5.5.3u. However, it seems like there are some critical things missing.įor example payload.elf, and many other various files & folders besides what you have in the wiiu/apps/.Īm I missing something here? Are we supposed to know these other unmentioned files are needed and obtain them ourselves. I realize their gonna have some different things than you do. The other method has files that seem to be missing on your starter pack. But it appears to only contain files & subfolders in the wiiu/apps/ folder. You say all the files we need are in that starter pack zip. While that is great for me, I want to know what or why yours failed.Ĭomparing what files your Wii U Homebrew starter pack v3.zip contains, vs their methods folders and files that go on the SD Card. It is currently performing a nand dump as I type this. Then I went to their site in the browser, clicked the button and it all went thru on the first attempt! I then put on my SD the files from the method. The files from your Wii U Homebrew Starter Pack v3.zip. Tried it several times with always the exact same result. Pulled the power removed & reinserted the SD. I Just get the Browser start to Load with a blank page & blue line only about 1 inch across the top.Īnd system freezes. But I really wanted this to work and have been reading everything I can for weeks.īut I have to ask because your method did not work for me. A carrier in an inland sea or lake (such as the Caspian Sea or the Great Lake) can effectively deny enemy movement over an entire possible front. They have a huge range and deal as much damage as battleships. And, as the name suggests, aerial units are also able to refuel in nearby carriers, making it a moving airbase on the sea. Carriers are also efficient for damaging and sinking fleets, especially destroyers and frigates, within their range. The main use of an Aircraft Carrier is to bombard troops on the enemy's land, which, depending on their size can effectively cripple any chance of a resistance. Since it is classified as a ' capital ship', it can only be built via Shipyard II. The aircraft carrier is noted as the most expensive ship to manufacture and maintain in terms of resources and money, requiring 25 units of Steel and 10 Aircraft Part to be produced, and consumes 30 units of Oil. Featuring stunning visuals, accurate vessel behaviour, famous locations and ports all over the world and missions based on actual events, this is one simulator game that you cannot afford to miss.
" Why Finnish Babies Sleep in Cardboard Boxes. " Using a Flexible Spending Account (FSA)."īBC News. " IRS Offers Guidance on Recent 529 Education Savings Plan Changes." " H.R.1994 - Setting Every Community Up for Retirement Enhancement Act of 2019." " Trends in College Pricing," Download Full Report. " Family and Medical Leave Act (FMLA)."ĬollegeBoard. For the year, it expects growth of 7.5 percent, the best performance. " Fact Sheet #28: The Family and Medical Leave Act." His firm estimates that the economy will expand by 3.1 percent in the second quarter, or about 13 percent on an annual basis. " Make the Most of Your Baby’s Visit to the Doctor (Ages 0 to 11 Months)." " How Many Diapers Do I Need? A Guide to Stocking Up." " 2015 Expenditures on Children by Families," Download Full Report PDF. Department of Agriculture, Food and Nutrition Service. " The Care Index: Explore the State of Child Care in the U.S." " Child Passenger Safety Laws, Child Safety Seat Distribution Programs, Education and Enhanced Enforcement."Ĭare.com. Kim Rohrer was looking forward to leaving the leaky windows in the two-bedroom Berkeley rental. " Understanding Variation in Spending on Childbirth Among the Commercially Insured." House Republican leaders working to write and pass the spending bills that fund the government face a major hurdle: Their own party especially their most powerful, arch. For example, think about trading in a large car for a more affordable model, shopping at less expensive stores or buying more generic items. Consider closing the gap by downgrading in a few key areas. After reviewing your new budget, you may not be able to make the numbers add up. Downgrade your lifestyle: Having a child is going to change a lot of things, including your financial priorities. According to CNBC, the average person spends about 164.55 per day when accounting for expenses like housing, food, cell phone bills, etc.Baby shower gifts: Register so party-goers can buy what you really need and avoid ending up with multiple baby rattles and photo albums.Borrow items from friends: Ask friends with young children if you could borrow items-particularly big-ticket items they're not using, like a crib, high chair, or rocking chair.Family/friends for back-up daycare: Instead of having to take a day off (possibly without pay) when your child is sick, make arrangements for family or friends to help out with emergency back-up daycare.Online swap groups and parent networks can also provide quality goods for cheap-and sometimes even free. Many stores will also buy back items after your child has outgrown them for cash or store credit. Instead of paying full price for their clothing, check out gently used and even new items at your local consignment or thrift store. Consignment/thrift stores: Babies grow quickly. For assistance in setting these options, please contact A&II. Configuring Respondus Lockdown Browser for. Setting these two sets of options correctly can be challenging, and when done incorrectly, can lead to unintended user experiences. Students Download the Respondus LockDown Browser Students Launch the Respondus LockDown Browser and Take the Test. Respondus LDB and Canvas each have options for controlling what students can see about a quiz and when, including their answers and the correct answers.Guide to setting up exams with Respondus Lockdown Browser and Respondus Monitor.Ensure Respondus LDB works before your exam (for students).Using Respondus LDB on an iPad ( faculty) ( students).Students can't copy and paste from quiz or exam.Students can't use print, print screen, or screen capture functions.Students can't exit quiz or exam until submitting it for grading.Disables right-click menu options and function keys.Disables browser menu and toolbar options.Students or faculty using Respondus LockDown Browser or Respondus Monitor can open a Respondus support ticket.Students taking an exam using Respondus Monitor (not just RLDB) can chat with a live support agent by clicking the Help Center button at the top of their screen.In the “Quizzes” subsection of your course in UM Learn you will find Respondus Lockdown Browser and Respondus Monitor quick guides and helpful videos and tutorials.Options for students having technical difficulty during an exam:.An array of learning materials is available for this purpose, including: Instructors should prepare themselves well in advance of the quiz, test, or exam. The Centre for the Advancement of Teaching and Learning strongly advises that instructors develop an alternative option for assessment for students who are unable to use the Respondus Monitor. LockDown Browser is a custom browser that locks down the testing environment within a learning management system. Alternative options – Using Respondus is not mandatory.Create a second version by using the “special access” feature in your UM Learn’s Quiz tool. Create two versions – If students have an issue with Respondus that they can’t resolve, ensure they can gain access to a second version of the quiz, test or exam that is not set up through Respondus.Practice quizzes – Set up practice quizzes for your students to take before their actual quiz, test or exam is scheduled so they can become familiar and comfortable navigating their way through.Syllabus updates are required – If you choose to enable Respondus LDB, you must indicate this in your syllabus and include the minimum requirements for its use.Note: Respondus LDB can be used on its own, but Respondus Monitor requires Respondus LDB.Ĭonsiderations for use of Respondus LDB and Respondus Monitor.Then download and install LockDown Browser from this link: To ensure LockDown Browser. Accept all the default prompts to install LockDown Browser. RESPONDUS LOCKDOWN BROWSER and MONITOR This course requires the use of. Locate the installer package in your Downloads folder and run it. It will be in the form of 'LockDownBrowser-2-0-x-xx.exe' where '-x-xx' is the current version number. Instructors can review these videos at a later time, if deemed necessary. Download the LockDown Browser installer package. Respondus Monitor records students during a quiz, test or exam in UM Learn via a webcam and microphone. Respondus LockDown Browser (LDB) is a browser that is similar to Google Chrome, Mozilla Firefox, or Microsoft Edge, but its settings prevent printing, copying, navigating to another URL, accessing other applications, or closing an online quiz/test/exam until it is submitted for grading using the same computer. Respondus LockDown Browser and Respondus Monitor Log in to your course in UM Learn > left side bar: Third Party Integrations > Respondus. A Quick Start Guide can be found in the Third Party Integrations subsection.Log in to your course in UM Learn > Assessments > Quizzes > Respondus 4.0. For complete information, visit the Respondus 4.0 support documentation in the UM Learn Quizzes subsection.For a quick start guide, user guides and video tutorials, please visit the Respondus 4.0 resource site.The use of Respondus is not mandatory and comes with possible constraints such as student internet bandwidth limitations, inability to meet the computer requirements, and the potential for increased anxiety. Respondus 4.0 must be installed on a Windows computer by a user with administrative access. The LockDown Browser download link and application are different for each institution. doc) and other formats in a familiar Windows environment. LockDown Browser Installation Instructions. Exams can be imported from Word (.docx and. Respondus 4.0 is a powerful tool for creating and managing exams that can be published directly to the UM Learn Quizzes tool. |
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