This pre-conference workshop is designed to provide a foundation in osteopathic principles and practice and basic skills in osteopathic diagnosis and manipulative treatment for medical students, residents and family medicine faculty with little to no training in osteopathic medicine. It is also an excellent opportunity for doctors of osteopathic medicine (DOs) to refresh their skills. Upon completion of this session, participants should be able to: Understand the four tenets of osteopathic medicine and their applicability to allopathic as well as osteopathic medicine. Demonstrate the basic osteopathic assessment and treatment of 3–4 common diagnoses that present in outpatient and inpatient family medicine settings. Produce an outline of a training curriculum in osteopathic assessment and treatment for non-DOs within his/her own program using the tools provided by the workshop.

Med denna litteraturstudie var syftet att sammanställa forskning kring laborativt material och dess effekt på aritmetikundervisningen för elever i de lägre årskurserna. Forskningsunderlaget samlades in via databasen ERIC Ebsco.  Resultatet påvisar en övervägande positiv effekt på aritmetikinlärningen för elever och definierar aspekter för hur dessa positiva effekter kan nås. Resultatet indikerar även att lärare har blandad kunskap kring manipulering av laborativt ma-terial och kring materialets användning i undervisningen. För en god undervisning behöver lärare få tillgång till mer kunskap kring laborativt material. Detta ger elever en ökad möjlighet att nå avsikten med manipulering av laborativt material, nämligen att se de bakomliggande matematiska principerna. / The purpose of this literature review was to compile research on manipulative materials and its effect on arithmetic teaching for students in the lower grades. Research data was collected through the ERIC Ebsco database. The results show a predominantly positive effect on arith-metic learning for students and define aspects for how these positive effects can be achieved. The result also indicates that teachers have mixed knowledge about the manipulation of ma-nipulative materials and the use of the materials in teaching. For a good teaching situation, teachers need access to more knowledge about manipulative materials. This gives students an increased opportunity to reach the intention of manipulating manipulative materials, namely to see the underlying mathematical principles.

No description available.

No description available.

The research work analyzes the manipulation as a kind of influence and its special characteristics applying to the marital relations. It is clear that the scientific representation of the issue is ambivalent: there are manipulation as a marriage destroying force and as a partnership-building capacity. The work is based on the empirical investigation on the “young” and “mature” couples satisfied by the marriage that show up the manipulative techniques. Due to that were identified the mind games typically used by husbands and wives. / В магистерской диссертации рассматривается манипулирование как вид влияния, его специфика проявления в супружеских отношениях. Показана неоднозначная трактовка данной проблемы в научной литературе: манипулирование как фактор, разрушающий брак, и как фактор, формирующий партнерство. Описано эмпирическое исследование, выявляющее приемы манипулирования, проведенное на выборке «молодых» и «зрелых» семей, удовлетворенных браком. Выявлены приемы манипулирования, характерные для мужчин и женщин, состоящих в брачных отношениях.

Guilt appeals are used to try to influence consumer behavior, with literature defining three kinds – existential, anticipatory, and reactive guilt. Anticipatory and reactive guilt appeals have never been individually studied. The purpose of this study is hence to explain the relationship between anticipatory guilt and reactive guilt, respectively, inferences of manipulative intent, and consumers’ attitude toward a brand. To test this, an online questionnaire was used, followed by linear regression and moderation analyses. The results show a positive relationship between both anticipatory guilt and attitude and between reactive guilt and attitude. Inferences of manipulative intent do not moderate either relationship. Keywords Guilt appeal, anticipatory guilt, reactive guilt, inferences of manipulative intent, consumer brand attitudes

Esta dissertação apresenta uma experiência de abordagem do conceito de ângulo a partir de sua mobilização em diversos contextos, com a utilização de diferentes materiais manipulativos. O estudo foi desenvolvido com alunos do sétimo ano do Ensino Fundamental de uma escola pública municipal de Canoas, no Rio Grande do Sul. Inspirada pelo desenvolvimento do conceito de ângulo por abstração progressiva proposta por Michael Mitchelmore e Paul White e embasada na teoria da abstração reflexionante de Jean Piaget, foram desenvolvidas e analisadas atividades exploratórias em diferentes contextos e utilizando materiais manipulativos diversos para a construção do conceito de ângulo, com base nesses referenciais teóricos. Os dados foram coletados através de gravação em áudio e vídeo, fotografias das produções dos alunos e anotações em um diário de bordo. A análise dos dados permitiu concluir que a mobilização da noção de ângulo em diferentes contextos e a utilização de materiais manipulativos contribuíram para a construção do pensamento geométrico e conceito de ângulo. / This work presents an experience in approaching the angle concept from its mobilization in different contexts and by the use of different manipulative materials. The study was developed with seventh grade students from a public school in the city of Canoas, Rio Grande do Sul. Inspired by the development of angle concepts by progressive abstraction proposed by Michael Mitchelmore and Paul White and based on the Jean Piaget's reflective abstraction theory, exploratory activities were developed and analyzed in different contexts and using several manipulative materials for the construction of the angle concept, based on these references. The data were collected through video and audio recording, students' productions photographs and logbook notes. The analysis allowed us to conclude that the mobilization of the angle concept in different contexts and the use of manipulative materials contributed to the construction of the geometrical thinking and concept of angle.

This exploratory qualitative study investigated the presence of and relationships among constructs that contribute to children's interactions with educational technology, leading to the development of the modification of attributes, affordances, abilities, and distance (MAAAD) for Learning framework. For this study, each of 10 fifth-grade children participated in one individual video-recorded semistructured interview session, during which they interacted with two mathematics virtual manipulative iPad apps and responded to follow-up questions. Video recordings and observation field notes were analyzed for evidence of attributes, affordance-ability relationships, distance, and relationships among these constructs. Constant comparative data analysis using memoing and eclectic coding provided evidence of the presence of each focus construct. Further analysis and interpretation, including quantization of qualitative data for visualization using novel rhombus plots, also led to the identification of emergent themes related to each construct and revealed relationships among the constructs. Emergent themes included categorization, alignment, and modification of attributes, variations and interrelationships among affordance-ability relationships, and the identification of and interactions among mathematical and technological distance. Furthermore, each construct related to each other construct. The evidence and interpretations led to the development of the MAAAD for Learning framework. The results of the study suggest that the MAAAD for Learning framework models relationships among attributes, affordance-ability relationships, and distance in the context of user-app interactions. the framework could serve as a tool for app developers designing apps, educators using apps to support children's learning, and researchers characterizing user-app interactions and the outcomes of those interactions. The constructs, relationships, and framework identified in this study advance the literature on children's interactions with educational technology tools, in particular literature concerning children's interactions with mathematics virtual manipulative iPad apps.

This study examined the influence of different virtual manipulative types on the nature of students’ techno-mathematical discourse (TMD) when working with a partner. The research used a concurrent mixed-methods design using identical samples to compare and synthesize the results. For this study, six fifth-grade students participated in nine sessions of mathematics instruction using virtual manipulatives. The study compared three virtual manipulative types: combined (multiple representations, open environment), pictorial (single visual representation, open environment), and tutorial (multiple representations, structured environment). Students’ levels of discourse in generalization, justification, and collaboration were measured as well as students’ use of physical and computer gestures while working with each virtual manipulative type. One-way ANOVAs indicated statistically significant differences in quality of student discourse when using the different virtual manipulative types. When working with combined virtual manipulatives, students’ discussions reflected consistently higher levels of discourse than when working with pictorial or tutorial virtual manipulatives. When working with tutorial and pictorial virtual manipulatives, students’ discussions reflected consistently lower levels of discourse. However, pictorial virtual manipulatives were associated with the largest amount of discussion among student pairs and the highest frequency of gesture use. The results of this study suggest that in order to encourage meaningful TMD, teachers should choose technology tools (e.g., virtual manipulatives) that combine multiple representations (i.e., combined virtual manipulative type) and provide the opportunity to engage in cognitively demanding tasks. The results of this study indicate that tutorial virtual manipulatives did not encourage meaningful mathematical discourse with these student pairs. This means that the tutorial virtual manipulative type may be better suited for the practice of mathematics concepts or for individual learning than for partner work. The patterns and trends identified in this study contribute to the existing literature on the complex issues that surround mathematical discourse and the use of technology in the classroom.

Grasp should be selected intelligently to fulfill different stability properties and manipulative requirements. Currently, most grasping approaches consider only pick-and-place tasks without any physical interaction with other objects or the environment, which are common in an industry setting with limited uncertainty. When robots move to our daily-living environment and perform a broad range of tasks in an unstructured environment, all sorts of physical interactions will occur, which will result in random physical interactive wrenches: forces and torques on the tool. In addition, for a tool to perform a required task, certain motions need to occur. We call it "functional tool motion," which represents the innate function of the tool and the nature of the task. Grasping with a robotic hand gives flexibility in "mounting" the tool onto the robotic arm - a different grasp will connect the tool to the robotic arm with a different hand posture, then the inverse kinematics approach will result in a different joint motion of the arm in order to achieve the same functional tool motion. Thus, the grasp and the functional tool motion decide the manipulator's motion, as well as the effort to achieve the motion. Therefore, we propose to establish two objectives to serve the purpose of a grasp: the grasp should maintain a firm grip and withstand interactive wrenches on the tool during the task; and the grasp should enable the manipulator to carry out the task most efficiently with little motion effort, and then search for a grasp to optimize both objectives. For this purpose, two grasp criteria are presented to evaluate the grasp: the task wrench coverage criterion and the task motion effort criterion. The two grasp criteria are used as objective functions to search for the optimal grasp for grasp planning. To reduce the computational complexity of the search in high-dimensional robotic hand configuration space, we propose a novel grasp synthesis approach that integrates two human grasp strategies - grasp type, and thumb placement (position and direction) - into grasp planning. The grasping strategies abstracted from humans should meet two important criteria: they should reflect the demonstrator's intention, and they should be general enough to be used by various robotic hand models. Different abstractions of human grasp constrain the grasp synthesis and narrow down the solutions of grasp generation to different levels. If a strict constraint is imposed, such as defining all contact points of the fingers on the object, the strategy loses flexibility and becomes rarely achievable for a robotic hand with a different kinematic model. Thus, the choice of grasp strategies should balance the learned constraints and required flexibility to accommodate the difference between a human hand and a robotic hand. The human strategies of grasp type and thumb placement have such a balance while conveying important human intents to the robotic grasping. The proposed approach has been thoroughly evaluated both in simulation and on a real robotic system for multiple objects that would be encountered in daily living.