Fluid Dynamic Assessment of Hypersonic and Guillotine Vitrectomy Probes in Viscoelastic Vitreous Substitutes

Abstract Aims Over the past decades growing evidence have demonstrated the promising role of intracardiac fluid-dynamics in evaluating cardiac performance. To investigate quantitative changes in vortices parameters in patients with different ventricular geometry. Methods and results We enrolled 50 consecutive patients with one of the following: LV concentric hypertrophy (CH), eccentric hypertrophy (EH), concentric remodelling, and normal LV geometry (CTRL). They underwent a complete echocardiographic examination with intracardiac fluid-dynamic analysis by Color Vector Flow Mapping (Hyperdoppler). The following parameters were obtained: vortex area (VA); vortex length (VL); and vortex depth (VD). Bland Altman Plot has been used to assess intra and inter-observer variability. Mean VD was higher in CR, CH, and EH compared to CTRL (P = 0.013, P = 0.001, and P = 0.022, respectively). Moreover, CH showed higher VL (P = 0.006) and larger VA (P = 0.012) compared to CTRL. A similar trend was noticed in EH patients, despite did not reach statistical significance (P = 0.21 and P = 0.07 for VA and VL, respectively). No significative differences in vortices parameters have been observed between CH and EH. Conclusions This is the first study providing quantitative echocardiographic parameters of vortex location and morphology in different LV geometries. Quantitative fluid-dynamic assessment was feasible and reliable in the whole population.

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Fluid dynamic assessment of tracheal flow in infants with congenital tracheal stenosis before and after surgery

Medical & Biological Engineering & Computing ◽

10.1007/s11517-018-1928-7 ◽

2018 ◽

Vol 57 (4) ◽

pp. 837-847 ◽

Cited By ~ 1

Author(s):

Naoki Takeishi ◽

Tomohiro Miki ◽

Tomohiro Otani ◽

Satoshi Ii ◽

Keiichi Morita ◽

...

Keyword(s):

Tracheal Stenosis ◽

Fluid Dynamic ◽

Dynamic Assessment ◽

Congenital Tracheal Stenosis ◽

Before And After

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Microstructural, Physical, and Fluid Dynamic Assessment of Spinel-Based and Phosphate-Bonded Investments for Dental Applications

International Journal of Applied Ceramic Technology ◽

10.1111/ijac.12194 ◽

2013 ◽

Vol 12 (2) ◽

pp. 306-318 ◽

Cited By ~ 4

Author(s):

Murilo D. M. Innocentini ◽

Welton S. Chacon ◽

Rafael. F. Caldato ◽

Gustavo R. Paula ◽

Gelson L. Adabo

Keyword(s):

Fluid Dynamic ◽

Dynamic Assessment ◽

Dental Applications

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Fluid dynamic assessment of the lower urinary tract: Exploratory research to observe vorticity in the prostatic urethra after transurethral enucleation

International Journal of Urology ◽

10.1111/iju.14029 ◽

2019 ◽

Vol 26 (8) ◽

pp. 853-854 ◽

Cited By ~ 1

Author(s):

Tomonori Minagawa ◽

Teruyuki Ogawa ◽

Osamu Ishizuka

Keyword(s):

Urinary Tract ◽

Lower Urinary Tract ◽

Fluid Dynamic ◽

Dynamic Assessment ◽

Prostatic Urethra ◽

Exploratory Research ◽

Lower Urinary

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Numerical analysis and fluid dynamic assessment of tracheal flow in infants with congenital lung agenesis associated with stenosis

The Proceedings of Mechanical Engineering Congress Japan ◽

10.1299/jsmemecj.2019.j02705 ◽

2019 ◽

Vol 2019 (0) ◽

pp. J02705

Author(s):

Naoki TAKEISHI ◽

Naoki HARADA ◽

Keiichi MORITA ◽

Shigeo WADA

Keyword(s):

Numerical Analysis ◽

Fluid Dynamic ◽

Dynamic Assessment ◽

Lung Agenesis

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Preliminary thermal-fluid-dynamic assessment of an ADS irradiation facility for fast and slow neutrons

International Journal of Heat and Technology ◽

10.18280/ijht.35sp0126 ◽

2017 ◽

Vol 35 (Special Issue1) ◽

pp. S186-S190 ◽

Cited By ~ 4

Author(s):

Walter Borreani ◽

Maurizio Bruzzone ◽

Davide Chersola ◽

Gabriele Firpo ◽

Guglielmo Lomonaco ◽

...

Keyword(s):

Fluid Dynamic ◽

Dynamic Assessment ◽

Slow Neutrons

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Dynamic Assessment Language Tasks and the Prediction of Performance on Year-End Language Skills in Preschool Dual Language Learners

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00120 ◽

2020 ◽

Vol 29 (3) ◽

pp. 1226-1240

Author(s):

Janet L. Patterson ◽

Barbara L. Rodríguez ◽

Philip S. Dale

Keyword(s):

Head Start ◽

Language Learners ◽

Language Impairment ◽

Dual Language ◽

Dynamic Assessment ◽

Dual Language Learners ◽

Achievement Testing ◽

Potential Applications ◽

Language Screening ◽

Relationship Of

Purpose Early identification is a key element for accessing appropriate services for preschool children with language impairment. However, there is a high risk of misidentifying typically developing dual language learners as having language impairment if inappropriate tools designed for monolingual children are used. In this study of children with bilingual exposure, we explored performance on brief dynamic assessment (DA) language tasks using graduated prompting because this approach has potential applications for screening. We asked if children's performance on DA language tasks earlier in the year was related to their performance on a year-end language achievement measure. Method Twenty 4-year-old children from Spanish-speaking homes attending Head Start preschools in the southwestern United States completed three DA graduated prompting language tasks 3–6 months prior to the Head Start preschools' year-end achievement testing. The DA tasks, Novel Adjective Learning, Similarities in Function, and Prediction, were administered in Spanish, but correct responses in English or Spanish were accepted. The year-end achievement measure, the Learning Accomplishment Profile–Third Edition (LAP3), was administered by the children's Head Start teachers, who also credited correct responses in either language. Results Children's performance on two of the three DA language tasks was significantly and positively related to year-end LAP3 language scores, and there was a moderate and significant relationship for one of the DA tasks, even when controlling for age and initial LAP3 scores. Conclusions Although the relationship of performance on DA with year-end performance varies across tasks, the findings indicate potential for using a graduated prompting approach to language screening with young dual language learners. Further research is needed to select the best tasks for administration in a graduated prompting framework and determine accuracy of identification of language impairment.

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School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00037 ◽

2020 ◽

pp. 1-12

Author(s):

Virginia L. Dubasik ◽

Dubravka Svetina Valdivia

Keyword(s):

Professional Practice ◽

Practice Guidelines ◽

Case History ◽

English Learners ◽

Online Survey ◽

Dynamic Assessment ◽

Federal Legislation ◽

Assessment Practices ◽

Speech Language Pathologists ◽

School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

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