Hospital ambulatory pediatric surgery

Since 1990, we have been conducting ambulatory pediatric surgery in an unit established solely for this purpose, supported by a team of kindergarten teachers, pediatric nurses, anesthesiologists and pediatric surgeons. This prospective investigation includes all ambulatory pediatric operations performed in our department from 1990 to 1995. In this time 3665 infants and children between the ages of 6 weeks and 18 years underwent an ambulatory operation. The ratio male to female was 4.1 to 1. The series consists of 1400 inguinal hernias, 722 inguinal testes, 191 hydroceles/funiculoceles, 75 umbilical hernias, 667 phimoses, 70 meatotomies, 59 hemangiomas, 217 endoscopies and 264 other surgical procedures. Postoperative complications defined as secondary hemorrhage, fever, obvious vomiting, urine retention and laryngospasm upon terminating anesthesia accompanied by subsequent vomiting occurred in 59 (1.6%) of all infants and children. Wound infections were seen in 0.48% (17/3517) of all patients. The recurrence rate for inguinal hernias were 0.79% and 1.12% for inguinal testes. Our experience enables us to summarize that a variety of pediatric operations can be performed today as ambulatory procedures. Nevertheless one must be prepared for the occurrence of complications and always have capacities free for inpatient care where adequate observation and treatment are available. Further improvement is necessary in quality management. In the last 20 years only a few data have been published about recurrence rates after pediatric ambulatory operations for inguinal hernias and inguinal testes. Therefore we started a prospective long- term study.     

Mine,ours, and yours: Whose engagement and prior knowledge affects individual achievement from online collaborative learning?

In computer-supported collaborative learning research, studies examining the combined effects of individual level, group level and within-group differences level measures on individual achievement are scarce. The current study addressed this by examining whether individual, group and within-group differences regarding engagement and prior knowledge predict individual achievement. Engagement was operationalised as group members' exhibited activities in the task space (i.e., discussing domain-content) and social space (i.e., regulating ideas, actions and socioemotional processes). Prior knowledge and achievement were operationalised as group members' performance on a domain-related pre-test and post-test, respectively. Data was collected for 95 triads of secondary education students collaborating on a complex business-economics problem. Subsequently, three different multilevel models were tested to examine the combined effect. First a model with the individual level measures (model 1) was tested and in subsequent models the group level measures (model 2) and within-group levels measures (model 3) were added. Findings indicate model 2 showed the best fit; group members' individual engagement in the social space activities as well as the groups' average prior knowledge positively predicts individual achievement. No effects were found for either group members' or groups' engagement in the task space and for the within-group differences.     

Positional and geometrical isomerization during partial hydrogenation of trilinolein: A comparison of copper and nickel catalysts

We have compared a nickel with a copper catalyst in the formation of some geometrical and positional isomers during the partial hydrogenation of trilinolein. The copper catalyst was found to produce fewer diene isomers than the nickel catalyst at a comparable iodine value. The copper catalyst produced more monoene isomers however, than did the nickel, particularlytrans monoenes. The distribution of the monoene isomers appeared to obey an equilibrium relationship with each other, independent of both iodine value and reaction conditions. We have presented additional evidence to postulate that copper catalysts hydrogenate polyenoic acids by first conjugating the acids. The selectivity of copper catalysts for triene over diene is probably due to the greater ease of conjugation of the triene.     

Socially shared regulation of learning in CSCL: understanding and prompting individual- and group-level shared regulatory activities

The field of computer supported collaborative learning (CSCL) is progressing instrumentally and theoretically. Nevertheless, few studies examine the effectiveness and efficiency of CSCL with respect to cognitive, motivational, emotional, and social issues, despite the fact that the role of regulatory processes is critical for the quality of students’ engagement in collaborative learning settings. We review the four earlier lines in developing support in CSCL and show how there has been a lack of work to support individuals in groups to engage in, sustain, and productively regulate their own and the group’s collaborative processes. Our aim is to discuss how our conceptual work in socially shared regulation of learning (SSRL) contributes to effective and efficient CSCL, what tools are presently available, and what the implications of research on these tools are for future tool development.     

Development of a momentum microscope for time resolved band structure imaging

We demonstrate the use of a novel design of a photoelectron microscope in combination to an imaging energy filter for momentum resolved photoelectron detection. Together with a time resolved imaging detector, it is possible to combine spatial, momentum, energy, and time resolution of photoelectrons within the same instrument. The time resolution of this type of energy analyzer can be reduced to below 100 ps. The complete ARUPS pattern of a Cu(111) sample excited with He I, is imaged in parallel and energy resolved up to the photoelectron emission horizon. Excited with a mercury light source (h nu=4.9 eV), the Shockley surface state at the energy threshold is clearly imaged in k-space. Electron-electron interactions are observed in momentum space as a correlation hole in two-electron photoemission. With the high transmission and the time resolution of this instrument, possible new measurements are discussed: Time and polarization resolved ARUPS measurements, probing change of bandstructure due to chemical reaction, growth of films, or phase transitions, e.g., melting or martensitic transformations.     

Effects of attitudes and behaviours on learning mathematics with computer tools

This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole sample (N = 521), student attitudes could account for a 3.4 point difference in test scores between individuals on a 10-point scale. General attitude towards mathematics positively predicted test scores. However, more able students who were well-disposed towards mathematical computer tools achieved lower scores. Self-reported behaviours were unrelated to test scores. Detailed observation of a small number of students (N = 8) revealed that positive attitudes towards mathematics and mathematical computer tools augmented exhibited learning behaviours, and that both a positive attitude to mathematical computer tools and exhibited learning behaviours benefited tool mastery. Although tool mastery and test scores are intimately related, reflective processes appear to mediate this relationship. Promoting learning with mathematical computer tools needs to take several factors into account, including improving student attitudes, raising levels of learning behaviours, and giving sufficient opportunity for constructing new mathematical knowledge within meaningful mathematical discourse.     

Group awareness tools: It’s what you do with it that matters

This study examined the effect of using a group awareness tool on online collaboration. Furthermore, we examined whether the effect of using a group awareness tool on online collaboration is mediated by group awareness (i.e., students’ awareness of their group members’ levels of participation). To answer these questions, we determined how often and how long 107 secondary education students used the Participation-tool (PT), a group awareness tool designed to visualize group members’ relative contribution to the online collaborative process. Our analyses show that duration of PT use (how long students displayed the tool on their screens) significantly predicted group members’ participation in the online dialogue, their participation when writing collaborative texts, equality of participation within the group, and coordination and regulation of activities in the relational space (i.e., discussing the collaboration process with group members). No effect of using the PT on group performance was found. Mediation analyses showed that the effect of using the PT is only partially mediated by group awareness: an indirect effect of using the PT, via enhanced awareness of participation, on student participation during chat discussions and the collaborative writing process was found.     

A modern workflow for force-field development – Bridging quantum mechanics and atomistic computational models

In this article we present our recent efforts in designing a comprehensive consistent scientific workflow, nicknamed Wolf₂ Pack, for force-field optimization in the field of computational chemistry. Atomistic force fields represent a multiscale bridge that connects high-resolution quantum mechanics knowledge to coarser molecular mechanics-based models. Force-field optimization has so far been a time-consuming and error-prone process, and is a topic where the use of a scientific workflow can provide obvious great benefits. As a case study we generate a gas-phase force field for methanol using Wolf₂ Pack, with special attention given toward deriving partial atomic charges.     

Effects of electronic outlining on students' argumentative writing performance

This study examined the effect of electronic outlining on the quality of students' writing products and how outlining affects perceived mental effort during the writing task. Additionally, it was studied how students appropriate and appreciate an outline tool and whether they need explicit instruction in order to engage in planning. To answer these questions, the writing products and self‐report data from 34 tenth‐grade students of a Dutch pre‐university school were analysed. Students wrote two similar argumentative texts with or without an outline tool. Results show that electronic outlining improves the quality of students' argumentative texts and decreases mental effort. Answers to a retrospective questionnaire showed that a short instruction on the outline tool was sufficient for students to understand its working and that most students experienced the tool as beneficial. Finally, results indicate that without specific instruction on text planning, students hardly devote any time to this important aspect of writing.     

Cell and organelle shrinkage during preparation for scanning electron microscopy: effects of fixation, dehydration and critical point drying.

The critical point drying method of preparing samples for scanning electron microscopy is associated with a variable amount of specimen shrinkage. We studied the causes of this phenomenon is isolated mouse hepatocyte nuclei and in human erythrocytes and found that the critical point drying process itself caused most of the shrinkage that we observed (a 25-30% reduction in diameter in both specimens). Glutaraldehyde fixation and ethanol dehydration caused only minimal size reduction, prior to critical point drying. Substitution of an inert (ethylene glycol-ethylene glycol monethyl ether) dehydration technique did not alter the final result. Previous studies in our laboratory using high resolution SEM and correlative transmission microscopy of isolated nuclei have demonstrated that the shrinkage represents a miniaturization of the organelles in which all structural components retain their usual relationships.