Introduction:
The internal jugular vein locates anterior or anterolateral to the common carotid artery in two-thirds of the subjects studied by ultrasound when the head is in a rotated position.
Aim:
To identify variables associated with the anterior location of the internal jugular vein.
Methods:
Ultrasound examinations were performed with the patients in the supine position, with the head rotated to the opposite side. The proximal third of the neck was visualized transversely with a 7.5-mHz transducer. The relationship between the vessels was described in accordance with the proportion of the artery overlapped by the vein. Univariate comparisons and a multivariate analysis of potential variables that may affect the anatomic relationships were performed.
Results:
Seventy-eight patients were included, 44 of whom were men. The patients' ages ranged from 17 to 90 years (median 64.0, interquartile range 41-73). The right and left sides were studied 75 and 73 times, respectively. The vein was located lateral to the artery in 24.3% (95%CI= 17.4-32.2) of the studies, anterolateral in 33.8% (95%CI= 26.2-41.4) and anterior in 41.9% (95%CI= 33.9-49.8). The multivariate analysis identified age group (OR= 3.7, 95% CI 2.1-6.4) and, less significantly, the left side (OR= 1.7, 95%CI= 0.8-3.5) and male gender (OR= 1.2, 95%CI= 0.6-2.7) as variables associated with the anterior position of the vein.
Conclusión:
The anterior position of the internal jugular vein relative to the common carotid artery increases gradually with age. Additionally, left-sided localization and male sex further increased the probability of an anterior position.
Teaching reforms, methods for teaching efl and institutional requirements present a significant number of contradictions in the activity system of efl pre-service teachers (pst). As novice practitioners, efl pst are exposed to these contradictions while engaging in new activity systems, particularly when learning to put theory into practice. Hence, this case study examines the contradictions that an efl pst, from a university in Córdoba, Colombia, faced when incorporating digital literacy practices (dlp) in her planning as a result of her interaction with the activity theory (at) elements. It also describes the shifts in agency that occurred when she was exposed to contradictory dynamics of teaching. The study involved the pst and a group of 35 students in 10th grade. Class observations and semi-structured interviews with the pst revealed contradictions in terms of mediating artifacts, objects, division of labor, and rules. They also indicated how the identified contradictions could form the basis for a shift in her teaching activity system. These results suggest teaching programs should not only concentrate on how much our students learn new strategies but also on how much they have acquired transferable skills for transforming their contexts. Keywords: Activity theory; contradictions; digital literacy practices; pre-service teachers; efl; teacher education.
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