We develop a new transmission scheme for additive white Gaussian noisy (AWGN) channels based on Fuchsian groups from rational quaternion algebras. The structure of the proposed Fuchsian codes is nonlinear and nonuniform, hence conventional decoding methods based on linearity and symmetry do not apply. Previously, only brute force decoding methods with complexity that is linear in the code size exist for general nonuniform codes. However, the properly discontinuous character of the action of the Fuchsian groups on the complex upper half-plane translates into decoding complexity that is logarithmic in the code size via a recently introduced point reduction algorithm.Peer ReviewedPostprint (author’s final draft
purpose. To evaluate surgical outcomes of disinsertion of the common extensor tendon for lateral elbow tendinopathy. Methods. Records of 277 men and 128 women who underwent surgery for lateral elbow tendinopathy were reviewed. The indication for surgery was insufficient improvement of pain and inability to return to work after 3 weeks of physiotherapy (stretching, ultrasound) and local corticosteroid injections. According to the Tavernier technique, the origin of the tendons of the extensor carpi radialis brevis and extensor digitorum communis was located, and proximal disinsertion of the common extensor tendon was performed. results. Outcome was excellent in 344 (85%) of the patients, good in 46 (11.5%), regular in 9 (2%), and poor in 2 (0.5%). The mean time to return to work was 29 (range, 5-93) and reactive dermatitis (n=2). Late complications included Frohse's arcade syndrome (n=1) and carpal tunnel syndrome (n=2). conclusion. Disinsertion of the proximal common tendon is a good option for treating lateral elbow tendinopathy.
This study assesses the development process of a tool to measure students' perceptions of gender mainstreaming in STEM (Science, Technology, Engineering and Mathematics) studies. Within the framework of a pilot project named Gender Dimension in Teaching implemented at the Universitat Politècnica de Catalunya, UPC-BarcelonaTech, a group of 35 lecturers worked during one semester on how to introduce the gender perspective in their teaching. The project focuses on the four pillars of teaching (i.e. contents, classroom management, methodology and assessment), which were revised from a gender perspective. Within each pillar, gender issues were identified according to the experienced perception of the project participants. However, uncertainty aroused concerning the reliability of such a perception. Indeed, teachers' perception might be influenced by stereotypes and prejudices that could alter the identification of gender issues. Hence, it became obvious that more reliable data concerning students' perceptions was needed. To this end, a first test was cooperatively developed using Google Forms. The survey was tested at the beginning of the semester in 8 different UPC degrees, both at Bachelor and Master level, obtaining more than 500 answers. Despite some interesting preliminary results, a detailed revision of the questionnaire was conducted in order to remove some acquiescence bias and formal errors, thus improving the quality of the survey for a more global study. The improvement process included discussions among the members of the Gender Dimension in Teaching project, discussions with some UPC students' associations and suggestions form experts in survey definition. The revised questionnaire was tested and discussed with a small sample of students. As a result, an improved questionnaire to assess student's perceptions of gender mainstreaming in STEM studies has been cooperatively obtained, which may become an essential tool for further studies extended to all the university community.
The development of the European Higher Education Area (EHEA) scheme in Spanish universities implies a greater participation of the students in their own process of learning and competence-based teaching. Competences are the ability to apply knowledge, skills and attitudes and one of such competences is communication. Students must be able to communicate using their mother tongue, but they should be able to use a foreign language, especially English, too. This paper presents strategies applied in the School of Engineering at Manresa (EPSEM) (Barcelona), in order to improve students' communication skills in English. An experimental research has been conducted, focusing on the point of view of engineering students, to check the efficacy of implementing content and language integrated learning (CLIL). First, second and third year students have been surveyed to test hypotheses about English level and implications on language and subject specific contentlearning. The data provide support to our hypotheses, showing an increasing positive attitude of the students towards studying subjects in English.
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