Brobergcrowder6043

The establishment of patient-centered measures capable of empirically determining meaningful cognitive change after surgery can significantly improve the medical care of epilepsy patients. Thus, this study aimed to develop reliable change indices (RCIs) and standardized regression-based (SRB) change norms for a comprehensive neuropsychological test battery in the German language.

Forty-seven consecutive patients with temporal lobe epilepsy underwent neuropsychological assessments, both before and 12 months after surgery. Practice-effect-adjusted RCIs and SRB change norms for each test score were computed. To assess their usefulness, the presented methods were applied to a clinical sample, and binary logistic regression analyses were conducted to model the odds of achieving improvement in quality of life (QOL) after surgery.

The determined RCIs at 90% confidence intervals and the SRB equations for each test score included in the test battery are provided. Cohen's kappa analyses revealed a moderate mean aGerman language, facilitating the individual monitoring of improvement and decline in each patients' cognitive functioning and psychosocial situations after epilepsy surgery. The application of the described measures revealed a strong negative association between improvement in QOL and decline in verbal memory functions after surgery.The quality of the animal-human relationship and, consequently, the welfare of animals can be improved by gentle interactions such as stroking and talking. The perception of different stimuli during these interactions likely plays a key role in their emotional experience, but studies are scarce. During experiments, the standardization of verbal stimuli could be increased by using a recording. However, the use of a playback might influence the perception differently than "live" talking, which is closer to on-farm practice. Thus, we compared heifers' (n = 28) reactions to stroking while an experimenter was talking soothingly ("live") or while a recording of the experimenter talking soothingly was played ("playback"). Heparan Each animal was tested three times per condition and each trial comprised three phases pre-stimulus, stimulus (stroking and talking) and post-stimulus. In both conditions, similar phrases with positive content were spoken calmly, using long low-pitched vowels. All tests were video recorded and anallude that the use of recorded auditory stimuli to promote positive affective states during human-animal interactions in experimental settings is possible, but not necessarily preferable.The novel COVID-19 pandemic has created an extraordinary situation for our generation, with many countries being on lockdown. With this, new situation comes many psychological challenges not only for health care workers and people suffering from COVID-19 but also for the general population. Adapting to the new situation can be demanding. Experts have suggested that emotions during this situation are very similar to grief, and people experience emptiness and sadness about the loss of their normal lives, which can even lead to a loss of meaning in life. In this paper, we argue that life crafting could offer a way to help people cope with the situation and renew their sense of meaning. A life crafting intervention is based on theoretical insights from multiple areas of research, like positive psychology, expressive writing, and the salutogenesis framework. Life-crafting interventions help people find meaning in life by focusing on their ideal future, and helping them set goals, and make concrete plans to achieve those goals and overcome obstacles. Since having a clear purpose or meaning in life has been shown to have many benefits, we propose that it can also help people to cope with the psychological effects of the pandemic. A life-crafting intervention can offer people a chance to evaluate their goals in a time of uncertainty and rediscover meaning in life to guide them through these difficult times.The main objective of this study was to describe the repetition of external load high-demanding scenarios and very high-demanding scenarios of match play for velocity, distance, and neuromuscular locomotor variables of an elite futsal team. Additionally, we also checked how these high- and very high-demanding scenarios were distributed throughout the microcycle. The most demanding scenario (measured using a rolling average method with a 1-min time window) of match play was measured out of thirteen elite futsal players using a local positioning system in the course of thirteen official matches and six in-season microcycles. A mean of the top three match play observations for each variable and each player were used to determine the most demanding scenario (100%) reference value. Data were reanalyzed to count the number of high-demanding scenarios (80-90% of the individual most demanding scenario) and very high-demanding scenarios (>90% of the individual most demanding scenario). The number of scenarios was analyzed with respect to the number of days prior to the match [match day (MD) minus X] and a bootstrap confidence interval approach was used to assess differences between MD. During a single match, players have to cope with repeated high- and very high-demanding scenarios. Moreover, the training session 2 days prior to the match was the one most similar to the match, surpassing it only in scenarios of locomotor velocity variables, albeit with significantly fewer scenarios of neuromuscular variables. The number of high- and very high-demanding scenarios in the training session prior to the match dropped significantly in comparison with the rest of the microcycle and the match. This new monitoring method may help practitioners to establish an accurate assessment of external load demands in competition and training.This article considers the opportunities and challenges of transdisciplinary research on student learning in university settings. Fifty years ago, at a meeting in France that convened experts in education and psychology as well as higher education leaders, the term transdisciplinarity was coined as issues pertaining to the structure of the university and its impact on teaching and learning were considered. We argue that to move beyond what has already been discussed requires added insights from both the learning sciences and developmental sciences. In this article, these two areas are combined with the perspectives of higher education leaders. First, research is considered from the learning sciences on deep learning in relation to university learning and teaching. This body of work illustrates ways students need to be actively engaged in their learning and simultaneously frames teachers as facilitators of students' constructive efforts rather than disseminators of static knowledge. Second, perspectives from the developmental sciences on processes of development are reviewed, focusing on adolescence and emerging adulthood.