K-1 Yongquan complementary resuscitation maneuver, systematized since 1987, has been consistently performed in sudden death and cardiac arrest conditions as a final resource in both basic and advanced CPR failure. Exp...K-1 Yongquan complementary resuscitation maneuver, systematized since 1987, has been consistently performed in sudden death and cardiac arrest conditions as a final resource in both basic and advanced CPR failure. Experimental analytical studies identify the prevention, control and assessment of treatments set up as well as the determination of their efficiency offering;in that way, there are more possibilities than risks during the trial period. That type of study refers to the random criterion in order to measure differences and, in that way, it establishes causal associations which may better determine the intervention mechanism. As inferred by this criterion, control groups would not profit from the benefit of providing a second chance by means of the proposed maneuver during rescue. Such determination leaves those included in the control group deserted to their own ill-fate, adding—consequently—a certain lethal risk, which should basic and advanced CPR fail. In view of this panorama, we tried to find a methodology that should ensure the validation process according to the model presented;to that end, we propose the Cohort Retrospective Study. All of the above has given evidence that there is a difference if one takes into consideration as control the group of “deceased patients” instead of considering among them “patients that may be deceased”. Such apparently simple consideration—thanks to the Cohort Retrospective model—manages to efface the high possibility of a “fatal damage”, as proposed by the randomness principle upon a prospective non-intervention group. Beyond the scientific methodology that supports it the efficiency of the maneuver derives mainly from the sustained increase in survival rates presented in the successive statistics published since its application.展开更多
Originally proposed by Timothy Leary, the perspective model of interpersonal communication analyzes semiotic comportment at three levels of exchange: Public Communication(Level I) where a person's overt verbal and...Originally proposed by Timothy Leary, the perspective model of interpersonal communication analyzes semiotic comportment at three levels of exchange: Public Communication(Level I) where a person's overt verbal and nonverbal behavior is observed by both the Self and Other in a given situation; Conscious Descriptions(Level II) which are the perceived verbal contents of messages and codes exchanged by the Self and Other; Private Symbolization(Level III) which consists of projective, indirect, imaginative content of the Self and Other as attributed to both the Self and Other. As discussed by Wilden, the French psychoanalyst Jacques Lacan uses the simple terminology of the Real, the Imaginary, and the Symbolic to refer to the respective discourse levels. Subsequent communicologists have adopted the terminology of(1) Direct Perspective,(2) Meta-Perspective, and(3) Meta-Meta-Perspective. The perspectives model thus becomes an applied example of semiotic phenomenological method which progressively moves from(1) Description, to(2) Reduction, and to(3) Interpretation in the analysis and functional specification of human communication. These combinatory eidetic(verbal) and empirical(nonverbal) semiotic codes depict cultural preferences thereby defining the Self in theory and practice.展开更多
It is becoming increasingly prevalent in digital learning research to encompass an array of different meanings,spaces,processes,and teaching strategies for discerning a global perspective on constructing the student l...It is becoming increasingly prevalent in digital learning research to encompass an array of different meanings,spaces,processes,and teaching strategies for discerning a global perspective on constructing the student learning experience.Multimodality is an emergent phenomenon that may influence how digital learning is designed,especially when employed in highly interactive and immersive learning environments such as Virtual Reality(VR).VR environments may aid students'efforts to be active learners through consciously attending to,and reflecting on,critique leveraging reflexivity and novel meaning-making most likely to lead to a conceptual change.This paper employs eleven industrial case-studies to highlight the application of multimodal VR-based teaching and training as a pedagogically rich strategy that may be designed,mapped and visualized through distinct VR-design elements and features.The outcomes of the use cases contribute to discern in-VR multimodal teaching as an emerging discourse that couples system design-based paradigms with embodied,situated and reflective praxis in spatial,emotional and temporal VR learning environments.展开更多
文摘K-1 Yongquan complementary resuscitation maneuver, systematized since 1987, has been consistently performed in sudden death and cardiac arrest conditions as a final resource in both basic and advanced CPR failure. Experimental analytical studies identify the prevention, control and assessment of treatments set up as well as the determination of their efficiency offering;in that way, there are more possibilities than risks during the trial period. That type of study refers to the random criterion in order to measure differences and, in that way, it establishes causal associations which may better determine the intervention mechanism. As inferred by this criterion, control groups would not profit from the benefit of providing a second chance by means of the proposed maneuver during rescue. Such determination leaves those included in the control group deserted to their own ill-fate, adding—consequently—a certain lethal risk, which should basic and advanced CPR fail. In view of this panorama, we tried to find a methodology that should ensure the validation process according to the model presented;to that end, we propose the Cohort Retrospective Study. All of the above has given evidence that there is a difference if one takes into consideration as control the group of “deceased patients” instead of considering among them “patients that may be deceased”. Such apparently simple consideration—thanks to the Cohort Retrospective model—manages to efface the high possibility of a “fatal damage”, as proposed by the randomness principle upon a prospective non-intervention group. Beyond the scientific methodology that supports it the efficiency of the maneuver derives mainly from the sustained increase in survival rates presented in the successive statistics published since its application.
文摘Originally proposed by Timothy Leary, the perspective model of interpersonal communication analyzes semiotic comportment at three levels of exchange: Public Communication(Level I) where a person's overt verbal and nonverbal behavior is observed by both the Self and Other in a given situation; Conscious Descriptions(Level II) which are the perceived verbal contents of messages and codes exchanged by the Self and Other; Private Symbolization(Level III) which consists of projective, indirect, imaginative content of the Self and Other as attributed to both the Self and Other. As discussed by Wilden, the French psychoanalyst Jacques Lacan uses the simple terminology of the Real, the Imaginary, and the Symbolic to refer to the respective discourse levels. Subsequent communicologists have adopted the terminology of(1) Direct Perspective,(2) Meta-Perspective, and(3) Meta-Meta-Perspective. The perspectives model thus becomes an applied example of semiotic phenomenological method which progressively moves from(1) Description, to(2) Reduction, and to(3) Interpretation in the analysis and functional specification of human communication. These combinatory eidetic(verbal) and empirical(nonverbal) semiotic codes depict cultural preferences thereby defining the Self in theory and practice.
基金Supported by ERASMUS 2016-1-FR01-KA204-024178"STEAM"Eurostars E!10431"Neurostars"FSN CIN7171116"Virtual Classroom"。
文摘It is becoming increasingly prevalent in digital learning research to encompass an array of different meanings,spaces,processes,and teaching strategies for discerning a global perspective on constructing the student learning experience.Multimodality is an emergent phenomenon that may influence how digital learning is designed,especially when employed in highly interactive and immersive learning environments such as Virtual Reality(VR).VR environments may aid students'efforts to be active learners through consciously attending to,and reflecting on,critique leveraging reflexivity and novel meaning-making most likely to lead to a conceptual change.This paper employs eleven industrial case-studies to highlight the application of multimodal VR-based teaching and training as a pedagogically rich strategy that may be designed,mapped and visualized through distinct VR-design elements and features.The outcomes of the use cases contribute to discern in-VR multimodal teaching as an emerging discourse that couples system design-based paradigms with embodied,situated and reflective praxis in spatial,emotional and temporal VR learning environments.
