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The moderation of intervention effects by intelligence and prior knowledge deserves further investigation, because they inform how to design and implement interventions. This study analyzed the moderation of the effectiveness of a computer-based mathematics intervention in 10 primary school students with low mathematics performance and low-to-average intelligence in an ABAB-single-case research design. Prior knowledge and intelligence were assessed before the intervention. The computer-based intervention trained basic numerical skills. Visual inspection of the learning trajectories revealed a broad heterogeneity of effectiveness of the intervention. A hierarchical piecewise regression analysis across all students revealed a significant negative moderation of the intervention effectiveness through intelligence. Whereas prior knowledge did not have a moderating influence, children with higher intelligence showed slower learning rates during the intervention in this specific low-performing sample. One reason for the negative moderation of the intervention effects could be that the intervention trained strategies and skills that more intelligent students had already developed.

Video capsule endoscopy (VCE) is an important technology with many advantages (non-invasive, representation of small bowel), but faces many limitations as well (time-consuming analysis, short battery lifetime, and poor image quality). Artificial intelligence (AI) holds potential to address every one of these challenges, however the progression of machine learning methods is limited by the avaibility of extensive data. We propose Galar , the most comprehensive dataset of VCE to date. Galar consists of 80 videos, culminating in 3,513,539 annotated frames covering functional, anatomical, and pathological aspects and introducing a selection of 29 distinct labels. The multisystem and multicenter VCE data from two centers in Saxony (Germany), was annotated framewise and cross-validated by five annotators. The vast scope of annotation and size of Galar make the dataset a valuable resource for the use of AI models in VCE, thereby facilitating research in diagnostic methods, patient care workflow, and the development of predictive analytics in the field.

Teacher rating scales are broadly used for psycho-educational assessment in schools. In particular, they play an important role in screening students for social, emotional, and behavioral problems. In order to optimize the efficiency of these measures, it is important to minimize the number of items comprising them while maintaining sound psychometric characteristics. This study examines the measurement efficiency of a teacher rating scale for student social, emotional, and behavioral risk. The goal was to shorten an existing behavior screening tool. A total of 139 classroom teachers and 2566 students from Grades 1-6 (Mage = 8.96 years, SD = 1.61) participated in the study. In sum, 35 items assessing internalizing and externalizing behavior problems were analyzed applying the item response theory (generalized partial credit model). The results show that social, emotional, and behavioral risks can be captured with a total of 12 items. This reduction of almost 66% of the initial item pool would take teachers about 90 s to fill out for one student. Thus, the rating scale can be used by teachers in an efficient yet psychometrically sound manner. (ZPID).

Background: The HHUS market is very complex due to a multitude of equipment variants and several different device manufacturers. Only a few studies have compared different HHUS devices under clinical conditions. We conducted a comprehensive prospective observer study with a direct comparison of nine different HHUS devices in terms of B-scan quality, device handling, and software features under abdominal imaging conditions. Methods: Nine different HHUS devices (Butterfly iQ+, Clarius C3HD3, D5CL Microvue, Philips Lumify, SonoEye Chison, SonoSite iViz, Mindray TE Air, GE Vscan Air, and Youkey Q7) were used in a prospective setting by a total of 12 experienced examiners on the same subjects in each case and then assessed using a detailed questionnaire regarding B-scan quality, handling, and usability of the software. The evaluation was carried out using a point scale (5 points: very good; 1 point: insufficient). Results: In the overall evaluation, Vscan Air and SonoEye Chison achieved the best ratings. They achieved nominal ratings between “good” (4 points) and “very good” (5 points). Both devices differed significantly (p < 0.01) from the other seven devices tested. Among the HHUS devices, Clarius C3HD3 and Vscan Air achieved the best results for B-mode quality, D5CL Microvue achieved the best results for device handling, and SonoEye Chison and Vscan Air achieved the best results for software. Conclusions: This is the first comprehensive study to directly compare different HHUS devices in a head-to-head manner. While the majority of the tested devices demonstrated satisfactory performance, notable discrepancies were observed between them. In particular, the B-scan quality exhibited considerable variation, which may have implications for the clinical application of HHUS. The findings of this study can assist in the selection of an appropriate HHUS device for specific applications, considering the clinical objectives and acknowledging the inherent limitations.

Background: Several studies have shown the influence of mathematical knowledge on both individual opportunities and chances for a self-determined and prosperous life as well as the welfare of nations. Against this background, the contents of maths education in the foundation phase as well as the way in which it is conveyed gain importance. While competence-oriented approaches (e.g. the Curriculum Assessment Policy Statements [CAPS]) state learning goals that all learners should achieve, developmental approaches (e.g. developmental models) describe typical learning trajectories of learners. As both approaches are quite separated, there is a need for bridging the gap between them. Aim: This article aims at revisiting the CAPS critically and comparing contents for early numeracy instruction. A possible alternative to the CAPS is intended. Setting: In this article, we describe a maths learning programme for Grade-R (Meerkat Maths) that combines and integrates empirical findings and curricular demands. The presented maths training aims at teaching maths in such a way that it suits children’s development, raises a positive attitude towards maths and also meets educational expectations. Methods: Contents of the training programme and the CAPS are compared against the background of empirical research on numerical development and predictors for arithmetic performance. Results: The results reveal that research based math instruction can be conveyed in a formal training programme. Conclusion: Keeping in mind the qualifications and training of Grade-R teachers, teacher training is necessarily embedded in the programme. Thus, the described programme is a comprehensive application of recent research for maths classes in the early grades.

BackgroundContinuous external negative pressure (CENP) during positive pressure ventilation can recruit dependent lung regions. We hypothesised that CENP applied regionally to the thorax or the abdomen only, increases the caudal end-expiratory transpulmonary pressure depending on positive end-expiratory pressure (PEEP) in lung-injured pigs. Eight pigs were anesthetised and mechanically ventilated in the supine position. Pressure sensors were placed in the left pleural space, and a lung injury was induced by saline lung lavages. A CENP shell was placed at the abdomen and thorax (randomised order), and animals were ventilated with PEEP 15, 7 and zero cmH2O (15 min each). On each PEEP level, CENP of − 40, − 30, − 20, − 10 and 0 cmH2O was applied (3 min each). Respiratory and haemodynamic variables were recorded. Electrical impedance tomography allowed assessment of centre of ventilation.ResultsCompared to positive pressure ventilation alone, the caudal transpulmonary pressure was significantly increased by CENP of ≤ 20 cmH2O at all PEEP levels. CENP of – 20 cmH2O reduced the mean airway pressure at zero PEEP (P = 0.025). The driving pressure decreased at CENP of ≤ 10 at PEEP of 0 and 7 cmH2O (P < 0.001 each) but increased at CENP of – 30 cmH2O during the highest PEEP (P = 0.001). CENP of – 30 cmH2O reduced the mechanical power during zero PEEP (P < 0.001). Both elastance (P < 0.001) and resistance (P < 0.001) were decreased at CENP ≤ 30 at PEEP of 0 and 7 cmH2O. Oxygenation increased at CENP of ≤ 20 at PEEP of 0 and 7 cmH2O (P < 0.001 each). Applying external negative pressure significantly shifted the centre of aeration towards dorsal lung regions irrespectively of the PEEP level. Cardiac output decreased significantly at CENP -20 cmH2O at all PEEP levels (P < 0.001). Effects on caudal transpulmonary pressure, elastance and cardiac output were more pronounced when CENP was applied to the abdomen compared with the thorax.ConclusionsIn this lung injury model in pigs, CENP increased the end-expiratory caudal transpulmonary pressure. This lead to a shift of lung aeration towards dependent zones as well as improved respiratory mechanics and oxygenation, especially when CENP was applied to the abdomen as compared to the thorax. CENP values ≤ 20 cmH2O impaired the haemodynamics.

Mathematics difficulties (MD) affect about 20% of the students in German schools. Almost half of them also exhibit emotional and behavioral difficulties (EBD). While a growing number of mathematics interventions target children with MD separately, there is a lack of evidence for the effectiveness of these interventions for children with combined MD and EBD. This study aims to investigate the differential effects of an evidence-based mathematics intervention on children with and without EBD. This single-case study examined 11 children with internalizing and externalizing EBDs from grades 3 and 4 using a staggered AB-Design. A computer-based mathematics intervention was provided for 5 weeks, during which the mathematical performance of the students was measured using a learning progress assessment in A- and B-phases. Data were analyzed using (a) overlap indices, (b) piecewise linear regression (PLM) models for each student, and (c) a multilevel PLM across all children. The results suggest different effectiveness for children with and without EBD, indicating a small direct influence of the severity of the EBD. Thus, the effectiveness of mathematics interventions might not be generalizable for children with combined EBD and MD. Further research is necessary to better understand the differential effectiveness of mathematics interventions for these children. Mathematics difficulties (MD) affect about 20% of the students in German schools. Almost half of them also exhibit emotional and behavioral difficulties (EBD). While a growing number of mathematics interventions target children with MD separately, there is a lack of evidence for the effectiveness of these interventions for children with combined MD and EBD. This study aims to investigate the differential effects of an evidence-based mathematics intervention on children with and without EBD. This single-case study examined 11 children with internalizing and externalizing EBDs from grades 3 and 4 using a staggered AB-Design. A computer-based mathematics intervention was provided for 5 weeks, during which the mathematical performance of the students was measured using a learning progress assessment in A- and B-phases. Data were analyzed using (a) overlap indices, (b) piecewise linear regression (PLM) models for each student, and (c) a multilevel PLM across all children. The results suggest different effectiveness for children with and without EBD, indicating a small direct influence of the severity of the EBD. Thus, the effectiveness of mathematics interventions might not be generalizable for children with combined EBD and MD. Further research is necessary to better understand the differential effectiveness of mathematics interventions for these children.

The conceptual development of natural number in preschoolers is well-researched. However, less is known about the conceptual development of zero. Recent studies suggest that children develop an understanding of zero after learning to count. It remains unclear, when a conceptual understanding of “zero” as number word for an empty set emerges. This paper integrates numerical and language theories about how, where and when the concept of zero is formed and is integrated into the class of natural numbers. The counting skills of 107 preschoolers were assessed for the number range between zero and eight as well as for their ordinal understanding of zero. The results show that compared to the natural numbers, zero was substantially more difficult. Children are able to list zero in a number word sequence (0, 1, 2, 3 ... or 3, 2, 1, 0), but were unable to describe a set as having zero numbers. This latter conception contradicts findings regarding natural numbers, in that an empty set is counter intuitive. Zero could be correctly placed when consecutive order was required, but addition and subtraction by counting was more difficult. The results suggest that the conceptual development of zero differs qualitatively from the natural numbers. Based on the results, the ordinal understanding of zero as a predecessor to one, together with its matching linguistic concepts is proposed to be the key to the conceptual development of zero. The conceptual development of natural number in preschoolers is well-researched. However, less is known about the conceptual development of zero. Recent studies suggest that children develop an understanding of zero after learning to count. It remains unclear, when a conceptual understanding of “zero” as number word for an empty set emerges. This paper integrates numerical and language theories about how, where and when the concept of zero is formed and is integrated into the class of natural numbers. The counting skills of 107 preschoolers were assessed for the number range between zero and eight as well as for their ordinal understanding of zero. The results show that compared to the natural numbers, zero was substantially more difficult. Children are able to list zero in a number word sequence (0, 1, 2, 3 ... or 3, 2, 1, 0), but were unable to describe a set as having zero numbers. This latter conception contradicts findings regarding natural numbers, in that an empty set is counter intuitive. Zero could be correctly placed when consecutive order was required, but addition and subtraction by counting was more difficult. The results suggest that the conceptual development of zero differs qualitatively from the natural numbers. Based on the results, the ordinal understanding of zero as a predecessor to one, together with its matching linguistic concepts is proposed to be the key to the conceptual development of zero.

BackgroundEndoscopic and laparoscopic electrosurgical devices (ED) are of great importance in modern medicine but can cause adverse events such as tissue injuries and burns from residual heat. While laparoscopic tools are well investigated, detailed insights about the temperature profile of endoscopic knives are lacking. Our aim is to investigate the temperature and the residual heat of laparoscopic and endoscopic monopolar instruments to increase the safety in handling ED.MethodsAn infrared camera was used to measure the temperature of laparoscopic and endoscopic instruments during energy application and to determine the cooling time to below 50 °C at a porcine stomach. Different power levels and cutting intervals were studied to investigate their impact on the temperature profile.ResultsDuring activation, the laparoscopic hook exceeded 120 °C regularly for an up to 10 mm shaft length. With regards to endoknives, only the Dual Tip Knife showed a shaft temperature of above 50 °C. The residual heat of the laparoscopic hook remained above 50 °C for at least 15 s after activation. Endoknives cooled to below 50 °C in 4 s. A higher power level and longer cutting duration significantly increased the shaft temperature and prolonged the cooling time (p < 0.001).ConclusionResidual heat and maximum temperature during energy application depend strongly on the chosen effect and cutting duration. To avoid potential injuries, the user should not touch any tissue with the laparoscopic hook for at least 15 s and with the endoknives for at least 4 s after energy application. As the shaft also heats up to over 120 °C, the user should be careful to avoid tissue contact during activation with the shaft. These results should be strongly considered for safety reasons when handling monopolar ED.

Research has shown that a profound place value understanding is crucial for success in learning mathematics. At the same time, a substantial number of students struggles with developing a sustainable place value understanding. In this regard, two aspects of the place value system appear especially relevant: First, the knowledge of the decimal structure of numbers, and second, the relation between the bundling units. To support teaching place value understanding, a developmental model of place value understanding focusing on both aspects has been constructed and validated in Germany. The model comprises five levels of place value understanding that build upon each other hierarchically. This study aims at validating the level hierarchy in Turkey to prepare the usage of the developmental model as learning trajectory for Turkish primary schools. N=437 Turkish students from Grades 2 through 4 completed a translated version of the item collection of the German validation study as well as a Turkish place value test that is not based on a developmental model. In a Rasch analysis, most items of the translated item collection showed item difficulties as predicted by the model. In a regression analysis, item difficulties were well predicted by their allocation within the level hierarchy, while other item characteristics did not inform about the item difficulties. Substantial correlations between the translated item collection and the Turkish test underpin the claim that the model is appropriate to assess Turkish students’ place value understanding as well as structuring place value instruction in Turkish primary schools.