| 1. |
|
|
| 2. |
- Ederle, Joerg, et al.
(author)
-
Carotid artery stenting compared with endarterectomy in patients with symptomatic carotid stenosis (International Carotid Stenting Study): an interim analysis of a randomised controlled trial
- 2010
-
In: The Lancet. - 1474-547X. ; 375:9719, s. 985-997
-
Journal article (peer-reviewed)abstract
- Background Stents are an alternative treatment to carotid endarterectomy for symptomatic carotid stenosis, but previous trials have not established equivalent safety and efficacy. We compared the safety of carotid artery stenting with that of carotid endarterectomy. Methods The International Carotid Stenting Study (ICSS) is a multicentre, international, randomised controlled trial with blinded adjudication of outcomes. Patients with recently symptomatic carotid artery stenosis were randomly assigned in a 1:1 ratio to receive carotid artery stenting or carotid endarterectomy. Randomisation was by telephone call or fax to a central computerised service and was stratified by centre with minimisation for sex, age, contralateral occlusion, and side of the randomised artery. Patients and investigators were not masked to treatment assignment. Patients were followed up by independent clinicians not directly involved in delivering the randomised treatment. The primary outcome measure of the trial is the 3-year rate of fatal or disabling stroke in any territory, which has not been analysed yet. The main outcome measure for the interim safety analysis was the 120-day rate of stroke, death, or procedural myocardial infarction. Analysis was by intention to treat (ITT). This study is registered, number ISRCTN25337470. Findings The trial enrolled 1713 patients (stenting group, n=855; endarterectomy group, n=858). Two patients in the stenting group and one in the endarterectomy group withdrew immediately after randomisation, and were not included in the ITT analysis. Between randomisation and 120 days, there were 34 (Kaplan-Meier estimate 4.0%) events of disabling stroke or death in the stenting group compared with 27 (3.2%) events in the endarterectomy group (hazard ratio [HR] 1.28, 95% CI 0.77-2.11). The incidence of stroke, death, or procedural myocardial infarction was 8.5% in the stenting group compared with 5.2% in the endarterectomy group (72 vs 44 events; HR 1.69, 1.16-2.45, p=0.006), Risks of any stroke (65 vs 35 events; HR 1.92, 1.27-2.89) and all-cause death (19 vs seven events; HR 2.76, 1.16-6.56) were higher in the stenting group than in the endarterectomy group. Three procedural myocardial infarctions were recorded in the stenting group, all of which were fatal, compared with four, all non-fatal, in the endarterectomy group. There was one event of cranial nerve palsy in the stenting group compared with 45 in the endarterectomy group. There were also fewer haematomas of any severity in the stenting group than in the endarterectomy group (31 vs 50 events; p=0.0197). Interpretation Completion of long-term follow-up is needed to establish the efficacy of carotid artery stenting compared with endarterectomy. In the meantime, carotid endarterectomy should remain the treatment of choice for patients suitable for surgery.
|
|
| 3. |
- Ackermann, M., et al.
(author)
-
Fermi-LAT Observations of the Gamma-Ray Burst GRB 130427A
- 2014
-
In: Science. - : American Association for the Advancement of Science (AAAS). - 0036-8075 .- 1095-9203. ; 343:6166, s. 42-47
-
Journal article (peer-reviewed)abstract
- The observations of the exceptionally bright gamma-ray burst (GRB) 130427A by the Large Area Telescope aboard the Fermi Gamma-ray Space Telescope provide constraints on the nature of these unique astrophysical sources. GRB 130427A had the largest fluence, highest-energy photon (95 GeV), longest gamma-ray duration (20 hours), and one of the largest isotropic energy releases ever observed from a GRB. Temporal and spectral analyses of GRB 130427A challenge the widely accepted model that the nonthermal high-energy emission in the afterglow phase of GRBs is synchrotron emission radiated by electrons accelerated at an external shock.
|
|
| 4. |
- Preece, R., et al.
(author)
-
The First Pulse of the Extremely Bright GRB 130427A : A Test Lab for Synchrotron Shocks
- 2014
-
In: Science. - : American Association for the Advancement of Science (AAAS). - 0036-8075 .- 1095-9203. ; 343:6166, s. 51-54
-
Journal article (peer-reviewed)abstract
- Gamma-ray burst (GRB) 130427A is one of the most energetic GRBs ever observed. The initial pulse up to 2.5 seconds is possibly the brightest well-isolated pulse observed to date. A fine time resolution spectral analysis shows power-law decays of the peak energy from the onset of the pulse, consistent with models of internal synchrotron shock pulses. However, a strongly correlated power-law behavior is observed between the luminosity and the spectral peak energy that is inconsistent with curvature effects arising in the relativistic outflow. It is difficult for any of the existing models to account for all of the observed spectral and temporal behaviors simultaneously.
|
|
| 5. |
|
|
| 6. |
|
|
| 7. |
- Cleveland-Innes, Marta, et al.
(author)
-
Higher education and post-industrial society: New ideas about teaching, learning, and technology
- 2010
-
Conference paper (peer-reviewed)abstract
- Online learning offers the opportunity to examine and rethink the teaching and learning enterprise in education broadly. Online learning can be conceived of as the new distance education, where issues such as interaction and dialogue are introduced back into the distance education model. However, regardless of education delivery mode – face-to-face, online, distance or some combination through blended learning – teaching (and learning) is changing. Online learning, whether synchronous or asynchronous, offers a range of pedagogical practices previously unavailable in both distance and face-to-face higher education.
|
|
| 8. |
- Garrison, D.R, et al.
(author)
-
Exploring causal relationships among cognitive, social and teaching presence: Student perceptions of the community of inquiry framework
- 2010
-
In: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 13:1-2, s. 31-36
-
Journal article (peer-reviewed)abstract
- The causal relationships among the three presences in the Community of Inquiry (CoI) framework are explored and tested in this paper. The CoI framework has been used extensively in the research and practice of online and blended learning contexts. With the development of a survey instrument based on the CoI framework, it is possible to test the hypothesized causal relationships that teaching and social presence have a significant perceived influence on cognitive presence and that teaching presence is perceived to influence social presence. The results of this study confirm the factor structure of the CoI survey and the hypothesized causal relationships among the presences predicted by the CoI framework. These results point to the key role of teaching presence in establishing and stustaining a community of inquiry. Further research is called for to explore the dynamic relationships among the presences across disciplines and institutions as well as understand the existence and role of the specific sub-elements (categories) of each presence.
|
|
| 9. |
- Richardson, J. C., et al.
(author)
-
Using the community of inquiry framework to inform effective instructional design
- 2012
-
In: The Next Generation of Distance Education. - Boston, MA : Springer US. - 9781461417859 - 1461417848 - 9781461417842 ; , s. 97-125
-
Book chapter (other academic/artistic)abstract
- The Community of Inquiry (CoI) model views the online learning experience as a function of the relationship between three elements: social presence, teaching presence, and cognitive presence. The proposed panel and chapter will focus on how the CoI framework can be used to guide the design and implementation of online courses through the explication of measures verifying the CoI. In addition, factors external but influential to the model-technology, disciplinary differences, and the role of the online instructor-are reviewed.
|
|
| 10. |
- Vaughan, Norman D., et al.
(author)
-
Teaching in Blended Learning Environments : Creating and Sustaining Communities of Inquiry
- 2013
-
Book (other academic/artistic)abstract
- Teaching in Blended Learning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies. A direct result of the transformative innovation of virtual communication and online learning communities, blended learning environments have created new ways for teachers and students to engage, interact, and collaborate. The authors argue that this new learning environment necessitates significant role adjustments for instructors and generates a need to understand the aspects of teaching presence required of deep and meaningful learning outcomes.Built upon the theoretical framework of the Community of Inquiry – the premise that higher education is both a collaborative and individually constructivist learning experience – the authors present seven principles that provide a valuable set of tools for harnessing the opportunities for teaching and learning available through technology. Focusing on teaching practices related to the design, facilitation, direction and assessment of blended learning experiences, Teaching in Blended Learning Environments addresses the growing demand for improved teaching in higher education.
|
|
