Hey, this is Brett with Summit Automotive in Fond du Lac, Wisconsin. You're new and used Jeep and Jeep Grand Cherokee headquarters. Today I'm checking out and doing a walk around on this brand new 2020 Jeep Grand Cherokee High Altitude Overland Edition. This one has the award-winning 3.6-liter Pentastar V6 motor with these start-stop capabilities. It has 295 horsepower. It's going to get you 25 miles per gallon on the highway, 18 city for an average of 21. Slate blue metallic is the color and we shoot all of our videos in 1080p, 60 frames per second. So if you have HD capabilities on your computer, tablet, or smartphone device, turn them on right now because it is definitely your best way to check out the color, styling, and looks of the vehicle before seeing it in person. If you want to check out all the photos on this Jeep in the upper right-hand part of your screen, there's a link to our website. Click that and check us out there. So the High Altitude package is going to be a cosmetic package on here. So you get the 20-inch granite crystal painted rims, part of the High Altitude package. It also has, and those come with the Pirelli Veride Scorpion 26550R20s, they're a highway tread pattern on there. Slate blue, it's got a little bit of metal flake in it. So the Overland package is going to give you the LED running lights, the HID headlamps, the LED fog lamps, and the LED fog lamp running lights. The High Altitude package is going to give you the ProTech 2, which gives you the adaptive cruise control, the front bumper parking sensors, forward collision stop assist. You get the granite crystal grille inserts and Jeep logo. Also you get the granite crystal bezel and front bumper trim on there. The blacked-out grand Cherokee lettering with the granite crystal outlines. I'm going to show you the original window sticker. Feel free to pause this, I'm not going to spend too much time on it just because I'm on time constraints with this video. But you're going to get NAB standard, which gives you serious travel link and traffic service for five years and serious guardian service for one year. Also has Apple CarPlay and Google Android Auto. So the Slate Blue paint is a 245 option and the High Altitude package is a $2,745 option, which includes everything you see there as well as everything that you see right there. So feel free to pause that. Like I said, it gives you the ProTech 2 and the premium LED fog lamps, adaptive cruise control, and you can pause it and read it. Anyways, ProTech Standard 1, ProTech 1 package is standard with that and includes the backup camera, blind spot cross-path detection, and then the backup parking system. $54,180 is the MSRP. If you want to see your summit price in the upper right hand part of your screen, there's a link to this vehicle on our website where you can check out the discounts and incentives we are offering. 25 Highway, 18 City for an average of 21. My favorite part about the Grand Cherokees is the safety ratings. Five stars overall, five and four stars up and down the board. Very safe vehicle to haul your family around in. Just a really good piece of mind. And included in that is the four-wheel disc brakes. You got those backup parking sensors, notice the granite crystal trim on the back bumper. You also get the dual rear exhaust full towing package, which includes the receiver hitch four pin and seven pin wiring. And you got these backup sensors here, the granite crystal four by four and Jeep logo as well as the tail light bezels. It does have a power lift gate. And then back here, I do have the cover for that receiver hitch. We like to keep them inside so people don't steal them. And then you got the power down gate. You also have the sunshade, which is a really nice feature. If you know you got groceries or whatever, keep things a little bit cooler. But it's also like a safety device, so if you got expensive like computers or tablets or something that somebody's going to want to break in. You put them under there, they're out of sight, out of mind, nobody's going to break into a car they don't know has anything in it. Factory subwoofer.  Those seats do go flat, almost completely flat for extra storage. Press the button, it'll beep at you three times and then come on down. The LED running lamps on the tail lamps there.  So if you just have the key fob, you put your hand in there, it'll automatically unlock the doors. Get the LED directional signals, the blind spot monitoring, and these mirrors are also heated.  You get the Napa leather here. You also get the completely leather backrest, whereas if it was an overland, just an overland it would have the overland stitched into the backrest. But the high altitude gives you the all black seats. Both these seats are heated and cooled in power. And you do get driver side lumbar, auto headlamps, power tilt and telescopic steering wheel.  Power windows, power locks, power mirrors, memory driver seat, and these mirrors also power fold in, which is a really cool feature. As we hop inside here, you can see that this one has the 7 inch LCD display and the digital speedometer. You can see it has compass and outside temp, and you can change those to be miles per gallon, distance to empty the time, and all that other stuff. Heated leather wrap steering wheel, cruise controls, and adaptive cruise controls on the right, Bluetooth and information center controls on the left. It does have audio controls on the back of the steering wheel. This one has the 8.44C radio with the nav, which we kind of went over on the buyer's guide there. But I wanted to show you this. It has the off-road pages. So you can do the vehicle dynamics. You can see the steering angle, which is pretty cool. As I turn the steering wheel, notice that it changes there. Also the transfer case, you can do the suspension. So right now, because it has the quadrilift suspension, you can go to off-road mode 1. So I'm going to press this button right here to go up, and then it'll show you that it's raising, and then you can see it. It'll actually raise the vehicle up to go into off-road mode 1, and you can go off-road mode 2, or you can go on to an easy, lower it to an easy entrance exit mode. You got pitch and roll. You have the accessory gauges, and then you get the select terrain. So with that Quadra Track 2 system, you turn the button, and it's going to tell you if you're in sand, snow, and then change the vehicle dynamics to accommodate to those conditions. And it also has a rock mode, but you got to put it in four-wheel-drive low to do that. Back to the radio. We got the factory navigation system in here. It also has AM, FM, and Serious XM radio capabilities. Heated and cooled seat buttons, heated steering wheel. You got the backup camera, which those are dynamic grid lines that they're going to turn as you turn that steering wheel. And that centerline lines right up with your receiver hitch. I didn't have to put it in reverse to do that. You got all your climate controls here as well. And last but not least, we have the projection manager, which is a really nice feature. If you have Android Auto or Apple CarPlay, you can project your cell phone to the screen through those two systems. And if you've got a navigation system, you can put them on there that you don't like this navigation system. You can put your own navigation system on there from your phone or music and project it up there and then control your phone through the radio. Pretty cool stuff. Now if you don't like using the climate controls in the radio, you can do them down here as well as volume and tune. Has the eight speed automatic transmission, keyless entry with the remote start. And then up here you do have the home link buttons for your garage door security systems and lane systems. And then the sunroof and sun shade controls. So you get the power sunroof and then the fixed glass panel second row roof. We'll take a quick look at the back seats and then do one more final walk around on the Jeep here. So the back seats, lots of room back here.  These seats do fold down for extra storage and you can see just how nice and flat that they go. And then lastly, these back seats are heated on the outboard side. You get two USBs and a 115 volt, 150 watt plug-in. With that wood grain trim on the back doors and child safety locks back there. And we'll do one more final walk around. I personally like, thank you for checking out the video today and hopefully from this HD video you will have been able to tell just how good looking this Jeep is in particular slate blue. And to see more pictures of this Jeep or one of our other 450 new and used cars, trucks, SUVs, minivans, Wranglers, you name it we got it go to our website www.summitauto.com. Full pictures and descriptions of every single vehicle from two locations all at summit auto.com. You can check out more HD videos. You can go to youtube.com slash summit auto. Remember to like, subscribe and share on this video and all the videos that you see there. In fact, any second you will see links to subscribe to our YouTube channel on your left. Link to more Grand Cherokeys on your right. Link to this vehicle on the bottom. Thanks for checking out the video.


So we will continue our discussion of modulocking and then go on to something called cavity dumping. This is where we have got until the last module. We have discussed active modulocking using a modulocker by applying sound frequency using device errors effect within the Raman Nath regime and then we moved on to talk about passive modulocking where what is used is saturable absorber. So and we have finished our discussion saying saturable absorber can not only produce pulses but they can also narrow them down okay. Now what I want to say is saturable absorber works even better if it is not given the work of producing pulses as such but pulses are produced already and the only job of the saturable absorber is to narrow the pulses down. And that is achieved very commonly in dye lasers especially and also in some kinds of solid state lasers by what is called synchronous pumping. In synchronous pumping one pumps the dye laser with not a CW laser but with a pulse laser. So what happens if I pump with the pulse laser what kind of an output do I get from the dye. So we are talking about what I mean 6G dye lasers I have what I mean 6G dye laser I pump it with green light 532 nanometer but the 532 nanometer light itself is say 20 picosecond pulses 80 megahertz or something. What should the output of the dye laser be okay I will give options will the output be CW or will it be pulsed that was very simple question but I am exciting with the pulse laser. So if I excite with pulses should the output also not be passed why the pulses are 20 picosecond lifetime of the dye is say 10 nanosecond say 5 nanosecond and repetition rate is such that that difference between 2 pulses is something like 20 nanosecond should I not get pulses like this every pulse of pump is going to produce a burst of red light and when the pump is off then what will happen there is nothing to produce a burst is not it. So you get an inherently pumped laser but the problem is these pulses that you produce are going to exactly they are not going to be sustained unless the cavity length of the dye laser is exactly the same as the cavity length of the pump laser okay so you have to carefully match the cavity length of the pump laser and the dye laser this is called synchronous pumping. Pumping is by a modulocked India laser or something like that and cavity length is the same as that of the not pumped laser I made a mistake there pump laser that is used for pumping okay. So already the pulse is there and then without going into the math once again there is this 1978 paper which says that in synchronous pumping pulse duration of the dye laser is square root of that of the pump laser. So by synchronous pumping you can actually get shorter pulses than the pump laser itself that is why this was a very common technology for a couple of decades before the advent of titanium sapphire lasers okay. So square root of that of pump laser so the good thing is it is not very difficult to produce a pump laser which has say 20, 30, 50 picosecond full width of max but let us say 25 picosecond pulse width laser that is used for pumping automatically the output of the dye laser is going to be 5 picosecond right square root of that of pump laser alright and I am asking you to believe me on this we will not do the math if you are interested please read this APL paper from 1978 alright. Now I should show you some result this is the result Kafka and Bayer I think where engineers working in spectrophysics where you remember correctly and this is what they produced in the pulsed NDAC pumped synchronous pumped rhodamine 6G laser what is the full width of maximum that you read here 220 femtosecond. So if your pump laser itself has a short enough pulse width then you can actually go down to 220 femtosecond just by synchronous pumping that is how good it is right. But then later on they modified the static the cavity a little bit that is a Kafka and Bayer may not be from spectrophysics I might have made a mistake this optics letters is from spectrophysics so this is an again a laser do you see the cavities let us look at the cavity carefully. Here we can right away see some elements that we have discussed earlier right we see our familiar 4 prisms and that is what will give you tunability anyway. Here this is the output coupler the partially reflecting beam through which the light will go out of course in the other end will be the high reflector and this is what the pump is. Now we have discussed high sapphire already do you see a major difference between pumping geometries of high sapphire laser and die laser remember in titanium sapphire laser the pump green light went through one of the mirrors we said there is a dichroic mirror inside dichroic sapphire why because in case of solid state lasers you get the best result if the pumping is coaxial with the laser lasing axis not so in case of die laser in die laser pumping can be at some angle that angle is also optimized another thing I would like to draw your attention to is what is written here what does it say gain jet what does that mean gain of course is gain medium what I mean 60 die what is the meaning of jet. So as you know when very short pulses go through any medium they get broadened which are thing and all. So in order to get short pulses which are picosecond or lesser you do not want any extra component to come in the path. So gain jet means in these lasers what they do is the die would be stored in a small bucket and it will a lot of die one liter or something lot of die solution rather okay and typically this solution would be in glissarol or some such very highly viscous solvent and there used to be a pump which would circulate this die okay so it would circulate and bring it out through a jet jet means a metal nozzle which would be flattened. So the output of the die through that nozzle would be a flat jet spherical usually if you take a hose pipe what kind of a jet do you get the cross section will be circular right that will not work here you want it to be flat and as thin as possible that is why that jet was made it was very very thin and then it would go into a catcher tube which would be connected to the reservoir it would go back there okay this is this was the state of the art again for our 20 years or so in picosecond and femtosecond lasers one would use jets and in fact even now a lot of people do pump probe experiment where the sample is not a rotating sample or translating sample or anything but a jet because then there is no quarts coming in the path no further broadening of the pulse we really want to go down to small time scales jet is the way out okay but I digress too much right and then here you have this gain jet and here do you see there is a saturable absorber jet what is that do you see I once again circulated in the same manner. So now you see this Sotomayor 6G is already pulsed and you know how good the pulse can be what do you say 220 femtosecond or something like that now the question is by introducing this saturable absorber is there any improvement and this is the answer what is the full width half max now 65 femtosecond no the lower number is correct I do not know why they have written 100 there but I checked with the text 65 femtosecond is what they say from 220 femtosecond it has gone down to 65 femtosecond because now think 220 femtosecond pulse right that means the base would be something like maybe 400 femtosecond from there to say 200 femtosecond or so for that time that is the time required for the light to actually get absorbed even of the intense pulse and to increase to have an increasing amount of bleaching when the threshold is reached then only the pulse propagates that is why the pulse is narrower okay. So synchronous pumping with saturable absorber for a long time used to be the state of the art for producing short pulses of course now it is a thing of the past nobody would do anything other than titanium sapphire laser but it is important that we know the principles at least qualitatively that is why we are discussing this but everything said and done nobody likes to use dye solution and all that anymore because first of all they are messy secondly dyes degrade very fast especially saturable absorber what I mean 60 is stout dye not much happens but do DCI is extremely flaky I have worked with this kind of a setup we would make a do DCI solution today and it would be very intense dark color within a matter of week there would be no color in the jet at all we bleached completely because if you leave do DCI solution on the table under tube light it will get bleached. So that is a very big problem and then when you are done with it where do you throw so much of solvent and there is the 100 other paraphernalia there whenever you have solved the pump can go bad the solvent chamber can leak you have to cool it it is really messy so that is really a thing of past now so right now what everybody wants to use is your solid state solutions and something that is used now very often is a passive mode locker made of well not made of is perhaps not the correct term something what is used is saturable brag brag reflector which act as saturable absorber and therefore passive mode locker but I should explain what a saturable brag reflector is even before going there I should tell you what a brag reflector is does anybody know what is a brag reflector whenever we say brag what do you think diffraction right whenever if you say diffraction what comes to your mind these alternate layers right lot of apertures and all that right. So a brag reflector is something like this you have sort of a mirror and in the example that we discuss here the reflective surface is gallium arsenide and then your alternate layers of high and low reflective index so when light falls on it what will happen light goes in first of all let us not worry about this thing on the top from this direction light goes in gets reflected comes back but then when it comes back since you have different layers what kind of light will come out let me take the question down to an easy level you have a you have a grating okay or you have this crystals and all light falls on it then light goes back everybody knows the rule which tells at which angle it will come out what is the rule braggs law what is it and lambda equal to 2 design theta I am asking an easy question I never ask difficult questions so where does n lambda equal to 2 design theta come from again answer is easy so remember what you studied in childhood you have one reflecting layer another reflecting layer right so you get reflected ray from the first another reflected ray from the second and then what you do is you have to say that you have to have constructive interference so path difference must be integral multiple of lambda by 2 lambda by 2 okay that is how you derived in lambda equal to 2 design theta so in other words so this is a bragg reflector isn't it what I just discussed your crystal or whatever it is a bragg reflector and what is the property of the light that comes out all the rays that constitute that beam are in face yeah right so now if you use a reflector like this light that goes in and then light comes out whatever light is able to come out of this bragg reflector has to have components that are completely in face or in other words mode locked right so when you use a bragg reflector automatically you get mode locking so this is the state of art well we have it is a little later in the slide where these are used as auto in auto start ticephile lasers you might remember that in one of the previous modules I told you that when you work with a homemade ticephile lasers to get the mode locking started we had to tap a meter in the tsunami that we have in our lab there also to get the mode locking started we have to disturb the cavity a little bit however in my tie the new laser that we have the compact laser we do not have to do anything why because my tie uses a saturable bragg reflector and we have not even got to the saturable bragg reflector okay so automatically light that comes out is mode locked okay so that is why one wants to use bragg reflector and if you want it to be a saturable bragg reflector what you do is you introduce what is called a quantum well okay the substance is written here in the what it is used what is the meaning of quantum well your substance with small band gap sandwiched between two layers of another substance which has large band gap so once the exciton gets tapped there is not so easy to come out right what does that mean when will it come out when intense light falls on it so that is the saturable absorbing action okay so bragg reflector with a layer of quantum well is the saturable absorber of choice in present day nobody uses do DCI anymore do DCI sales must have fallen worldwide might of course this is made by layer by layer assembly and this is an example and what I want to draw your attention to today is how old the technology is 1995 1978 I told you is when femtosecond pulses were already there 1995 is when you have the use of saturable bragg reflectors the diagram you see here is for a diode found solid-state laser and I think you can more or less make out all the components what is going on this here is a saturable bragg reflector SBL okay and that is what causes passive mode locking what is the full width half maximum here 100 femtosecond not as good as 65 femtosecond but it is so hassle free that nobody cares and also the comparison may not be fair because there you had a synchronously pumped die laser with saturable absorber here you have a diode found solid-state laser inherently pulse width is going to be more but then now I show you another one from references in the same paper and it is there in a laser focus world article as well this is a self-starting ties a file later once again you see the S there are two different cavity designs but the crux of the matter is that this saturable bragg reflector is used as one of the mirrors now see what the pulse width is 25 femtosecond so good thing is first of all ties a fire itself gets mode locked by KLM into it you are introducing a saturable absorber so the output is as good as it gets so in all not all but in most of the modern-day compact self-starting ties a fire lasers this technology is used now we move on to something that is a little different but it is very easy to get confused between the two so far we have been talking about mode locking right how to produce a short pulse maybe not an ultra short pulse but short pulse nevertheless and why not an ultra short pulse we have showed you that you can go down to 25 femtosecond by mode locking next question is how do you get the pulse out you can get the pulse out by using a an output coupler but especially in the dye laser era the question that people ask is it possible to do better is it possible to use some other mechanism by which there will be further amplification perhaps further narrowing of pulse and we can change the repetition rate so I will give you an example this all those dye lasers rota mean 60 dye lasers that I showed you they are synchronously pumped by green lasers which have a repetition rate of about 70 80 something like that as you understand if you want to do safe fluorescence experiments TCSPC experiments 70 megahertz is too fast you have to cut down the repetition rate how do you cut down repetition rate so as long as dye lasers rule the market cavity dumping was the technology unfortunately titanium sapphire laser cannot be cavity dumped it would have been great if it could be so that is why you have to use something else called pulse picking but let us talk about cavity dumping first if there is time we will talk very briefly about pulse picking and then we will pick it up next day so in cavity dumping you use the same thing you use an acoustic modulator right you take a quartz crystal or something and use a transducer but now you do not work in Raman Nath regime anymore this is the main difference you work in what is called the Bragg regime and Bragg regime condition is exactly opposite of Raman Nath regime here L is much much greater than capital lambda square divided by 2 pi lambda okay that is where cavity dumping is observed best so first of all what do you have to do compared to a modelocker you have to use a higher frequency of acoustic wave right because L has to be much much larger than capital lambda square by 2 pi lambda you have no control over lambda right lambda depends on what kind of laser you are working with you do have control over capital lambda which is the wavelength of light so if L has to be much much larger than its square divided by some constant then that capital lambda should be small or in other words frequency of the acoustic wave should be large also the other thing you have in your hand is a length so you can use a longer interaction length alright you can use thicker crystals of course there is a limit to that because if you use something that is too thick then again pulses will get broaden so you always have to find the optimal length right so what happens when you work in Bragg regime is this remember what happened in Raman Nath regime light passing through was diffracted on the 2 sides and was phase modulated by amount of N omega here that does not happen all the higher order diffraction is eliminated you do not get it why you do not get it we have to read the original papers but we for our purpose you do not even need to know you do not get higher order diffraction at all only 2 rays are sustained the 0 order that is unmodulated omega and the first order omega 0 plus capital omega ok so this is what happens in a Bragg regime ok are we have you understood what happens yeah can I go ahead only 2 beams now and that is important for cavity dumping and this is what a cavity dumper is made up of there is some math after this may be I will skip all of that and I will just show you the final result you can go through the math if you want so here what happens is first of all now here we have an interesting situation all this time we have been saying that in a laser you have a high reflector and we have a an output coupler right in these lasers there is no output coupler all mirrors are high reflector so in absence of cavity dumper what kind of a laser is it you pump it lasing will start right there will be gain but there will be no loss it will never come out right so there is no output cavity dumper is a device that is put into a laser like that to get the pulse out to switch the pulse out how ok this is the same thing it is a part of the laser cavity on this side you can understand there will be the gain medium and all and the other end other high reflector here you can think this is the last mirror m1 in this case is last mirror or first mirror or whatever it is since it is one you can say it is a first mirror last mirror is somewhere else but the crux of the matter is no output coupler here you have m2 both are concave mirrors focusing mirrors and we have this AOM at the focus of both center of the acoustic modulator is at the focus of these 2 mirrors ok maybe I will just take this and stop and start from here next day so think of this this horizontal line horizontal black line is the lasing axis comes here goes through now this acoustic modulator is being operated in Bragg regime so what will happen 0th order 1 will go through and there will be the first order line which is frequency modulated by just little bit ok so now you will have 2 rays then since and it is constructed in such a way that these rays hit well I do not even have to say that this one is at the center right so these rays are made to retrace their path so now what happens when they retrace the path on this side also you will have 2 rays understood one of these will go back to the laser cavity the other one which takes a different path will not go through the cavity is going somewhere else to put in a prism there and it goes out ok so that is how dumping is done what is the advantage we will start discussion from here next day but what is the advantage of this so you see we have used a pulse speaker right what is the difference between cavity damper and pulse speaker in pulse speaker the acoustic modulator is outside the cavity so what are we doing we operate the laser at 80 megahertz and we operate the acoustic modulator at 8 megahertz right so we are taking 10% of the pulses throwing in dumping the remaining 90% of the pulses we will discuss later again what is happening in cavity dumping either the light goes out and you use it or it goes back to the cavity nothing is wasted and one of the photons that go back to the cavity is going to get amplified in the next round trip right so in cavity dumping this is this is the attractive feature of cavity dumping you take out the light at the same time you have further amplification so whereas your power is going to get cut down if you do pulse picking you measure the power before pulse speaker and after pulse speaker if you operate it is a one-tenth ratio it is your power is also one-tenth is not it because you are taking only one-tenth of the pulses but in a die laser first of all if there is no cavity dumping you cannot even measure anything no light will come out but due to cavity dumping what you see is there is an increase in power because while the light is taken out only one part is taken out the remaining part is sent back to the cavity no photon is wasted nothing is dumped this is where we will start from next day


As you're probably aware, this is a national forum funded presentation. It's part of their national seminar series that's been on, I think since October, running through till May or June, and we're very grateful for the forum, for their funding for this, and also it will be recorded, the three sessions will be recorded and will be shared with the forum and they will probably put it up on their website just so you're aware of that because you might be featured in it. So, we have teas and coffees here, there'll be fresh coffee coming along a little bit later, and then we've launched, very nice launch at one o'clock, okay, up in C404, which will bring you up there, it's quite close to here. So, as I said, we have three sessions today, so the first one, they're all on assessment, primarily on formative assessment, and in the first one we're looking at co-teaching, second one we're looking at using educational technology to formatively assess in a large class session. And the third one then we're looking at assessments in a small class and in a large class and how to spiral assessments used in one setting through to a different context, a different teaching and learning context, so that's kind of the arc of what we're looking at today. It's not going to be too formal, so please stop us, ask questions, you know, we're a small group, so it's very easy to do that, so please do stop and ask if we're not clear or whatever. So, myself and Anna are supposed to kick off, and we, as you're aware, the three of us, myself and Anna, work in the special education department, so most of our work is around inclusion, special education and needs and so on, across a range of different programs. We're focusing on here today, the three of us, is the work that we do with our undergraduate BED students, so that's the group we're looking at. So, the first session we're looking at using co-teaching as a tool for formative assessment and to allow us to run a workshop-based approach for 400 students in a large theatre. So, in this session as well, what we look at first is the context and why we went down that route a couple of years ago with this particular group, and we're going to, a lot of what we're talking about today across the three sessions is, we're coming at it today from a very practised-based starting point. The first session this morning on co-teaching and the third one is also a research-based project, so we have two projects going at the moment in terms of researching our own practice, so we're not going to focus massively on that element of it today. We might touch on it, but we're more looking at the practice base of what we actually did. And then we'll talk a little bit in terms of co-teaching around student learning and the impact on our own teaching then, how it has influenced or evolved I suppose over the last few years and changed maybe in some ways or certainly expanded what we're doing. So, I suppose to give you the basic context first of all, what we're still calling the new four-year bied, so in 2012 the first group of students came into the college in September or October of 2012 as the new first years on a new four-year bied programme, so we had changed from a three-year to a four-year bied and the entire programme was rewritten. And it changed, it had an impact on everyone, it had an impact particularly on our department like for example in total we went from one module to eight on that programme and also there are other aspects of our work on that programme in terms of permeating inclusion, differentiation and so on across the programme as well. So it actually had a big impact on our access to that group of students and how we were teaching them. And I suppose the other big thing was that we had always up until that on the old bied taught that group in the final semester of third year. So we saw them just before they went out the door and we were given an opportunity then to work with this group in first year and in that first year in 2012 we had them the first day they came into the college. So they came straight in, I think it was 10am on Tuesday morning of the first week of lectures we had that group. So to be honest as somebody teaching, as the teacher of that group I had no or certainly very little sense of where a group of students might be at who had just come in. I was very used to teaching final year, final semester students at the other end who had done the whole course, completed all their school placements and so on and I knew what knowledge they had from the programme whereas this group didn't have a knowledge from the programme because they had just come in the door. So that was one consideration and it was one that kind of we thought about a lot when we were planning the module, we cut out a lot of stuff that we would have done with our final year students, we slowed down a lot of other stuff and so on so it had obviously we considered it when we were writing that module. So we had them in the first semester and I knew from teaching the groups of 400 already that there is a reluctance to speak if you ask a question, it is quite difficult to get someone who's happy or lots of people are happy to put their hands up and answer, for our students it's quite daunting and they don't like it. So now I'm not of the belief that if students aren't talking that I'm not participating, I think if somebody is eagerly listening to you they're participating but that's only one way. So in that first year in terms of how we were teaching the programme I wanted to kind of get in early enough and maybe in expanding some of the things we were doing or thinking about that particularly with first years who were just straight in the door and how we might get the student voice which may not necessarily be oral that we could find it in a different way. As I said they didn't have, they hadn't been in the classroom as a teacher, they hadn't been on school placement. We were going to be looking at and going to some of the threshold concepts in a minute but things like teaching, assessment, how you adapt to that, how you differentiate that and they hadn't done teaching, they hadn't done assessment. So normally when you would be teaching about that you would be making very explicit links to what they've already learned and trying to tie that in for them. Whereas this time we were still doing that but a lot was you're going to hear about this or when you go out to class this next semester, keep an eye out for this or whatever. And then in terms of getting their voice as well I continued to use a couple of strategies that I'd used with the big classes before using setting a question which isn't a knowledge based question like what do you believe inclusion to be or what does the term special education and needs mean to you. Like if everyone are posted and we take those and type it up and feed it back to the students so they get an idea. So that was one way in one or two sessions where bigger ideas were garnered from them. For this I knew we were going to look at diagnostic assessment and you have to do it. To understand what diagnostic assessment is there has to be a hands on activity. So in that first year I decided on my own to give them some workshop based activities. And I worked kind of okay but it was just me trying to get around everybody and pull it together or whatever. And then it evolved to extending to the possibility of it being much more workshoppy, much more supported by others. And I approached Anna and asked her would she co-teach with me. And then also and we hadn't thought about it at the beginning. I'd like to say we had thought about it but we hadn't. We're in, as teacher educators and as third level teachers, in the context of third level teachers, we're in quite a unique position that the very strategies, skills and behaviours that we exhibit are hopefully the skills, strategies and behaviours you want the teachers, those students teachers to exhibit when they're back in schools. So they are learning from what we're doing and what we're saying. So if we are saying theoretically you need to collaborate, learning support and class teachers need to collaborate. That there needs to be collaboration between special needs assistants and so on and lots of other things outside of inclusion and special needs. We need, they need to see that and see how that's done. We didn't think about that when we started off on this but that evolved. That it became very evident that Anna and I were co-teaching and using workshops providing format of assessment and feedback and even at that we're not explicit even now with the format of assessment bit. We're very explicit about the co-teaching so we actually name it now and we say this is what we're doing, this is why we're doing it and we name it and then try and get them to think about it in a classroom, in a school situation. So but that evolved, that didn't, that wasn't something we thought about when we started doing it. Just then we need to add on that, after the co-taught workshops on the timetable and as Anne-Marie said we didn't think about it at the outset I was going to be delivering three lectures which related specifically to collaboration to teachers and SNAs working together and specifically to co-teaching. Now bear in mind the first time we rolled this out as Anne-Marie has said none of these first year, first semester students had been in schools at all. Their visits didn't happen to the second semester so I was going to be talking about something that potentially now maybe as part of the apprenticeship of observation in the classroom they may have seen some co-teaching going on but we were aware that they potentially hadn't. So again, this was an opportunity then for me they had observed us co-teaching over that series of workshops and then I was going to be going in and explicitly talking about co-teaching about the challenges, the opportunities it presented and so on. So at that point they were going to have something to draw on. Yes and it just meant that that link could be explicitly made again and it gave them something more than just the theoretical ideas that we could actually refer back to what we were doing and what was challenging, what wasn't and so on. So anyway, so in summary what we did was in 2013-14 so we set this up as a research project researching our own teaching under the CREATE umbrella which is a large research project here in St Pat's researching teaching with initial teacher education programmes. So there are a lot of people who have research projects and all of them pretty much looking at their own work in terms of teaching, learning, assessment and so on as opposed to their field of study. We're looking at our own practice. So in 2013-14 we went from, I had started on my own just with two workshops I think. We extended it to three with myself and Anna. We gave and we'll show you this in a minute we divided the room of 400 into four groups I think it was and they looked in one of the workshops for example that each looked at a piece of that child's work four different pieces of that child's work and then we fed it back so and we reviewed what the students thought and then the following year we extended it out to four workshops and that's currently what we're intending to do again this year again looking at the same threshold concepts but we felt that one of the threshold concepts is quite complex like on our special ed course and our post-grad course they would look at this every day for three weeks full-time so we're doing it in a couple of sessions just to give them an idea and again we would feedback as part of the research project in year two we were observed by one of our own colleagues in the department and by somebody outside of the department who had teaching learning experience sessions were video recorded and we analysed those and we showed you a couple of clips of those in a minute and again we asked the students their opinions so we're in the middle, we haven't written anything yet on it we've gathered all the data, we've got it all so we have to do the hard bit now and actually put it together into some sort of a paper so that's where we're at with this so it evolved over and it was part but I suppose the most important thing is that it stemmed from a perceived need for us to formally assess this particular group of students A and B to get their voice in some way Anna, do you want to? Just to reiterate before we move on to that to get their voice and bearing in mind that we had not previously worked with first year beginning of the programme cohort so it was really crucial because as Anne-Marie said, Anne-Marie is a very good handle those of us working with the third year group and the final year students were pretty clear on their level of understanding of the concepts but with the first years we were in a bit of unknown territory there so we're going to try and illustrate the co-taught workshops just flag for you some of the threshold concepts that we were faced with that our students were faced with I suppose I should really say I like those first of all and then give you some kind of a flavour of the tasks that the students were completing and we'll show you some examples of those on the visualiser and show you some video clips as well so we were thinking about the session here and thinking about the threshold concepts the challenging gateway sort of ideas that the students would really have to get to grips with so these first year students in the second semester I suppose the threshold concepts emerge from education theory more generally but specifically focusing on special and inclusive education so I suppose it would be fair to say that one of the key conceptual models hallmarks I suppose of special education would be an individualised approach to planning and assessment now remember these students had very little input on planning and assessment for a whole class and we were going to be talking about the need for an individualised approach to planning and assessment so we knew that was going to be a challenging ask of them we were focusing on diagnostic assessment and by that I suppose we were talking about using assessment materials the children's, the young people's work and using that to identify patterns of strength and patterns of needs patterns of difficulties and again this was building on a relatively low level of knowledge with these first year students and then the third I suppose key concept that would be very much associated with special and inclusive education that we really wanted to our students to begin to develop some understanding of was the idea and it's building on the individualised approach to planning and assessment, writing individual learning targets targets that were specific, that were challenging and that were achievable and we know from our work right across postgraduate programmes that this is something that very experienced teachers were finding were going to find difficult so we were aware that these first years were certainly going to be something that was new to them so in order to support the students in coming to grips with these ideas an individual approach to planning and assessment identifying patterns of strength and needs and writing targets we began by giving them in the first instance for assessment materials Henry you're going to show some of these here they were bearing in mind first year students very little input on literacy teaching and learning what we focused in on assessment and we gave them the first session which we're not concentrating on the first session we actually looked at a profile of a child and worked out how you would get more information who would you go to, where would you find the information what more information do you need, what does this profile tell me but what's it not telling me as a teacher so that first workshop worked they worked their way through that with the profile and then we moved to we now do two of these diagnostic assessment sessions and again that individual profile session also allowed us to flag up the need for going to other people, the need for collaboration the need to get information from others so this is just a phonics assessment that is really indicating the words that the child was able to read and then the nature of the diagnostic assessment is illustrated by the errors what the child says so for the word led the child says len so that's the diagnostic information that we were going to ask the students to analyse and see if they could establish passions of strength and areas where there were challenges and if they could see passions to those errors like you'll see a passion there yourself in terms of vowel sounds there's a fairly consistent passion there of error around vowel sounds which is knocking this child from reading a number of words because he's just not got the vowel sounds clear now we could have chosen any area I suppose of any core curriculum area in terms of looking at this but I suppose we thought that probably going to be the most accessible and they'd had a little bit of input on literacy but not a great deal in the first two years they hadn't had any in 2013-14 our module was moved from semester one to semester two so they had a wee bit they had half a year that had a semester of modules before that that had the early childhood module as well which is very helpful so that was one there was a phonics assessment there was a spelling assessment so in the spelling assessment you have the test word that the child was given and then his response and the first three of them have been analysed for the students and they're looking now to see can they analyse the errors is there a passion or does it appear quite bizarre is it something that we can't work out we don't have enough evidence here to see a passion and they're doing this in pairs so they're chatting to each other if they wish to work alone they can if they wish to work in pairs or a group of three they can it's the thinking we want them to focus on and I suppose this is this was going to be challenging and bear in mind that this was the full cohort of 400 students so that was the spelling assessment there was also a writing sample where we gave one of the four groups a sample of the child's writing and again asked them to do the same thing to identify patterns of strength so I mean obviously you might see it an initial strength a very obvious one is the spaces between words and they might be a little bit big but the clear demarcation between words and then on the second line just come down there it isn't my dammarie the failure to use the capital letter for I for example so again that was quite challenging but that was a third assessment task so the phonics, the spelling, the writing sample and then the fourth one was sight words wasn't it? the sight words is what we showed you just now this is the spelling test, sorry okay so the child is asked to spell the word cut and this is what he wrote C-A-R-H again you'll see whether there's pen and the child wrote pen yet and the child wrote get and so on so they were our four main groups that we've used and they were colour coded as you can see them there on the visualiser because we had four groups with a very large group and we had to think of everything that would make this fairly manageable so as they came into the hall we were literally giving them different materials depending on where they were sitting in the room okay and as we worked our way through what was one session and now we have two we actually use six assessments now and we've slowed it down and we do it across two sessions as the students are feeding back when they've talked to each other and when they've written when they've got the materials in their hands and they're analysing and writing at that point some of them are more willing to speak aloud because they know what everyone else around them is thinking some of them still aren't but they are very willing to hand you what they wrote and we speak it for them and as the students are feeding back to us or if one of us is walking around gathering what they've written the other one of us is down below typing it so we're putting it up on the screen to show them okay this is what you're saying this is the pattern you're seeing here those of you who are looking at your sight words listen to what the spelling group is saying can you see and now can you make links if we look at this child's writing reading, spelling his phonics assessment can we now see even stronger patterns than where they are already and that is now two sessions we feedback as I said during the session so most the heavy feedback on the diagnostic assessment is during that session and in addition we're using the loop page to upload collated feedback to the group so this is I suppose our analysis of each of those assessments so the first one is the phonics assessment so on and here are all the elements and our analysis of our quantitative and our qualitative analysis of the errors that the child has made and on each of those assessments so they're getting it live feedback on their attempts to diagnostically assess and then it's also made available to them on loop and we put this feedback up as Amory and Anna's diagnostic assessment of John's assessments test so we put it up as ours so we pull together and then we add maybe the bits they've missed or we put in a little more detail and we try and pull it together for them and then we bring either download or we bring this page with us to the next workshop because from here they hop on then to the targets okay and I suppose to step back from that a little bit as well yes we put up the targets one down a minute again we were aware that they didn't have as much foundational knowledge that this was going to be challenging and we were also aware coming back to our formative and summative assessment that in the exam for the module at the end of the semester they were going to be doing a task very similar to this so we knew that it was going to be challenging so this is why we needed to be really explicit in teasing out their understanding of the concepts in the session responding to that from one session to the next across the four sessions and also providing that feedback on loop as a group and everything in our module links directly to the assessment they can see how it links this is probably the most explicit in that we actually take them because it's application of knowledge and it's application of knowledge in the context of not having assessment bigger picture stuff that our turges used to have so we're taking them and we're very explicitly taking them step by step by step through these threshold concepts that then we want to see them apply in the summative assessment at the end of the year and then fourth of the four co-taught workshops with regard to individual planning and assessment was again another really difficult task the task was for them to write specific measurable smart learning targets so we'll show you video clips in a minute but again Anne-Marie said we asked them to write the targets we gave them examples of the targets we asked them to draft targets to give us hand us again coming back to Anne-Marie's point they don't want to they're afraid it's a challenging task they're in a group of 400 for a multiplicity of reasons they don't want to verbalise but they would hand one of us their targets and then we were able to share them with the group but this was a really challenging task for them and remember they hadn't been in schools they hadn't been asked to plan for working with learners so again you can see here we obviously gave them lots of examples but then we took targets live in the session with them and then again we did the same we uploaded their targets to loop with our formatives we feedback on every target and I suppose the other thing that has evolved since last year was we took the hardest I think what we perceived to be the hardest of the diagnostic assessment we gave one group an oral language transcript to analyse which is actually quite difficult even though they've done it in the early childhood with a young child it's still hard and we took that in the final workshop and we modelled how to write the learning targets and where we were getting the targets from so we had our analysis of John's oral language transcript and then we explained how we came to write to decide what John needed to learn and how we would word that I'm incredibly interested in what you're doing I think where you're pulling everything in context from the very start is actually much better than the old way because the students don't have to wait until towards the end of the context that was the big learning for us because like we wouldn't have done it if we thought they would fail it that they wouldn't be able to do it but I was a bit worried about it because of the difficult concepts that we want them to work with but my anecdotal perception is that it has served them really really really well to hear this the day they walk into their paths and not the day they're walking out and they have I think some won't carry it but the vast majority remember the big ideas that you were a group before but to be on we'll get to the summit a bit in a minute but we've been bowled over by their ability and we get the range in the summit of assessment and some people have paid attention some people clearly weren't at our workshop we put everything on loop so even if you missed the workshop it's going to be a bit harder because you have to do the work independently everything's up there all of our feedback on everything is up there so if you've read that even if you missed the workshops you'll still learn it and most do they're really they've been really good but you've highlighted a key point there Mark I mean we had taught final semester students we were well used to that and these first years and if you know philxophically within the department we felt and in fact in feedback from students who had only had their input on special education as they were going out the door the feedback from them was we need to have this from the beginning and actually as our head of department has reminded us it gives us a real opportunity to win their hearts and minds in the sense that special education inclusive education is not an add-on something that you learn about as you're going out the door but rather something that needs to be fundamental to your developing sense of yourself as a beginning teacher from the very beginning and it's before they're coming in contact with students yes and actually because the school placement has changed on the RBI programme as well in semester two they go out every Friday and then they do a week in June in the same classroom and it's very well structured and they have certain things to look at and observations at that but I think my perception I could be wrong and maybe some of you who are going out and on those school placement visits might know better than me but my perception is that they're bringing some of the ideas into the class they're going in with that in their head they can't help I hope so anyway The other thing is bear in mind there's several pages of those learning targets so it looks really onerous in terms of our workload but we have to be honest and say that the real bulk of the work in terms of those that feedback on their attempts at writing targets on their diagnostic assessment the heavy lifting on that happened in the first year and after that we're getting the same material from the students so we're able to add maybe highlight particular things but the bulk of the work the heavy work I'd like just to concur with Mark around my inspiration for what you're doing and I think it's really difficult work it's much more difficult to do that than to do lecture but one of the things that I try to do not exactly like you're doing but other kind of work is that it slows me down a lot and there was a real tension in my work between what I could actually do with the students and what I could do really well with the students so it was the old tension between content coverage and learning and one of the things it forced me to do and I just would like your comments on this is the extent to which you've got the priorities of what you wanted to do right from the beginning so I suspect that you just did get the same amount of stuff done and then you probably had to make some decisions about what was really important I imagine We made those decisions when we rewrote what we were doing back in 2011 when we had to rewrite the modules and rewrite new modules and work out we knew we were going to have people in first year and we knew we'd have them in fourth year and we knew kind of the frame so yeah we prioritised what could and should we made decisions and there are lots of things we're not doing in this module but that decision was made in our planning it wasn't retrospective when we started teaching the teaching approaches and doing workshops like this were made to fish to see how best we could hit the learning outcomes we had already prioritised and this is just one way one set of one approach and we don't do this for the whole module obviously but we're trying to extend the format of assessment approaches in other aspects of that same module as well but no those decisions were made in the planning stages when we were planning we thought the students needed to learn in year one knowing what was coming generally in year two, three and four and there are gaps and I suppose in response to that as Anne-Marie said those decisions about what we just had to forget about doing were made initially but I know on a day to day basis as we were planning the sessions we were realising ok now we're actually going to slow this down within the session the concepts were there but even in terms of how many learning targets we might ask them to try and write and so on that's certainly probably we had to kind of slow down the pace but the concepts were there and that's modified and changed as has some of the other work on some of the other sessions that we do as well as you can we say that I think that message is a very important message and I think that people have been through that experience that you've been through if you are writing this up I think my sense is that this is quite a common experience is that if you're quite frustrated by the fact that you're slowing down you're not getting as much done but the payoff should be in better teaching and learning and I think that one of the implications of how we've done really well in all kinds of sessions is that there tends to be everything slows down and there's really attention for a lot of people and there's all kinds of pressures on people to do more, to cover the book, cover the content cover the coars so I think that's a message that you know it's a very important message that people need to communicate that and in the end you know we've been through this it would be very interesting to because I've been in classes let's say for example teaching four tiers and five tiers is it not very good for the first year and everybody's had that because we went through the coverage versus understanding argument and hopefully that won't materialise on this particular basis right now you are fraught with the attention of and we don't end down the course because I'm only covering meeting these airing outcomes but I think it's I think for this module in this context it's spot on looking across the four years my perception is there are gaps but they're fillable and we can work on those A building on strong foundation is a whole building on that and I suppose if you step back and look at it philosophically as well that you know that tension that Mike has identified between covering curriculum and student learning is absolutely at the heart of what we in our department are really passionate about we need again and we mentioned the opportunity to model co-teaching but we hopefully and I'm only just thinking on my feet as these points have been raised here that actually if we show a real focus on student learning above all else rather than covering the curriculum that again is modelling something that is a key underlying principle that we want those students to carry out there into their work in schools and classrooms so that's the question about that process them because that's going to be a little shock to the students system I imagine being asked to focus on the process by which they will be taught and role on to do as opposed to the content did you have to keep reminding them that you were role on them or did they kind of get it to be out there? I think one of our peer observers had suggested to us that we would do that and I think probably we haven't mentioned that but as part of the research project we had some peer observers and that was a suggestion and I think we have become more and more explicit about that but what was really fascinating was that even in the first year when I certainly went in to talk to them about co-teaching we hadn't been explicit about what we were actually doing and then asked the students about their feedback almost intuitively they could give us feedback on what was challenging and what was beneficial for their learning what was challenging what they perceived as challenging intuitively but definitely I think that idea of explicitly highlighting those key principles is something that we do more and more of as we approach it we weren't explicit and we're going to be much more explicit I had my first year beards on Tuesday and I used CAHOOT which is the next session for the first time and this time I said I am using this so that I can formatively get a grasp on what you understand from the last two sessions and that'll help me plan the next one so I've never done that before but I was explicit with them this time and I used the term so that I as a teacher can understand what you understand and it'll help me plan for the next sessions or not and as teacher educators we're the one group at third level that should be modelling the skills that we want those teachers to use hopefully you don't want them to use and but it has to be explicit not everyone will pick it up by osmosis they just won't do you want to see a bit of video or would you like a cup of coffee would you like a cup of it we'll do it quicky we just got to show you the first one is only 45 seconds we're going to start with the one 52 this is the students are actually working on the tasks at this point and so that's actually the auditorium so there are two wings at the side that you actually can't see and they were working they were engaged in the task obviously they weren't all engaged in the task all of the time but they absolutely I like the noise if there's noise I don't know if they could hear but I like the noise, I hate the silence hate asking a question and silence this is going to be feedback I see some of you are in two targets some of you are in one some of the questions I've been asked are really really insightful just by the balance maybe I'll review to the time at the beginning and just a couple of questions some of you it just seems fair or attainable you could always adapt your target if you find it oversold if it's too easy or too difficult but on the balance of probability he probably needs to take through that little bit more slowly I think for a moment by those hundreds of McNally Murray worked he had 87 of those automatically at sight so he has he may be learning words by sight he may be looking at them and maybe sound and sound vowels are going to be problematic for him so it isn't that you're just going to work on those two vowels you're going to be all severely excited I want to just grab a couple of pages down to show them off to me that all they've been stuck have about ten of them the simple things like that made a difference they weren't there and remember and we talked to you through the process of refining and improving learning targets so we're not expecting to finish the project and we've also said repeatedly to you that this is a difficult task make all the more difficult tasks that you don't actually know with your child so you know I'm also walking around lots of you are focusing on what you want your child to learn which is the key thing we said what do you want the child to do what do you want your child to do anything else that is icing on the cake ten of them are great I might start with the short one ok John will learn the words because that and are it was now a long way to slide so you can see it on the screen you can see it sorry sorry sorry you don't need to see that twice there you go so look we've gone over time I suppose the last thing was just to say what we learned we go to the last slide impact on our practice we said some of these things already definitely I know in Ann Marie Ann Marie was the module coordinator and Ann Marie was very clear about the need to model but I think as we've done this we've become more and more aware of this and of other stuff that wasn't being targeted in this as well and how we might improve in other aspects of what we do with these groups we had ideas we had a fair idea that these students were going to find this challenging and that was again one of the reasons why there was such an explicit link more explicit than we might typically have used between the format of what we were doing in class what we were providing on loop and how this is going to be assessed in the terminal examination was that you know some of these students really blew our mind in terms of what they could do so the targets that were written were just excellent so highlighting that old chestnut of teacher expectations again they're well Aida look we'll break for coffee we've enough pastries now to feed an army and I'm in wait watchers so I'm not having any so if you are pleased to help yourselves and there's fresh coffee there we might take a wee little break the next session is Kahoot so I'm going to set it up here and when you're ready just if you log on to you'll see the prompt up here on the screen you can log on help yourselves to breckie first


CT pulmonary angiography, effect of the thrombus load, and right ventricular function in acute pulmonary thromboembolism. I am Dr. Swastika Lamthure from CGS Medical College in KM Hospital, Mumbai. Aim of our study was to evaluate the role of CT pulmonary angiography in diagnosis and prognosis of patient in cases with pulmonary thromboembolism. The other aim was also to correlate the thrombus load which was done using modified miller score with right ventricular dilatation which was measured as right ventricle to the left ventricular diameter ratio. So, pulmonary thromboembolism is a significant cause of cardiovascular morbidity and it ranks only third after myocardial infarction and stroke. Studies have shown the incidence of pulmonary thromboembolism to be 53 to 162 per 1 lakh population. And the most common clinical presentation is acute onset dyspnea and the other symptoms are cow chest pain. The most common cause of death in this patient is right ventricular dysfunction and hypertension. Thus, right ventricular pressure changes is a significant prognostic factor. So, as you can see, this is a brief chart showing the pathophysiology of the pulmonary thromboembolism. So, after a thrombus is dislodged in the pulmonary artery, there is an increase in pulmonary arterial pressure. Thus, increase in the right ventricular afterload. Now, this has two effects. One is it will increase the right ventricular stress which increases the oxygen demand. And because of this oxygen demand, there is an increase in right ventricular isstemia. This isstemia causes right ventricular dysfunction and because of the increased afterload, that directly itself causes right ventricular dysfunction as well as dilatation. So, now this again, it causes decreased right ventricular output then displacement of the interventricular septum and thus there is decrease in the left ventricular preload. This causes decreased cardiac output, thus decreased systemic and coronary perfusion which causes further isstemia and this whole cycle becomes a very vicious cycle leading to further ventricular dysfunction. So, the gold standard for diagnosis of pulmonary thromboembolism is catheter angiography. However, CTPA, that is CT pulmonary angiography has become the investigation of choice due to its falling advantages. One, there is direct marginalization of the thrombus. Second, it causes, it can determine the thrombus load and third, it can assess the right ventricular strain. Now, this thrombus load can be assessed by one either a mod-finalis code or a canary index or valve score. Now, there are few direct signs and few indirect signs of pulmonary thromboembolism on CTPA. So, as you can see in this chart, there are few direct signs wherein one, there is complete occlusion of the artery and thus there is non-opacification of that vessel on angiography. Secondly, there can be a centrally, centrally this large thrombus which causes a filling to fit centrally. However, there is a peripheral contrast opacification which is known as polament size or a polament sign or a tram track sign as you can see in the image below. And the third way is a peripheral thrombus which forms an acute angle with the wall of the vessel. The indirect signs of pulmonary thromboembolism are mosaic attenuation, pulmonary infarcts, linear or band-like cataleptases, pleural effusion and dilatation of the main pulmonary artery. Apart from the diagnosis of the pulmonary thromboembolism, we can also assess the right ventricular function. The signs are right ventricular dilatation. So, as you can see in this first image, the ratio of the right ventricular diameter to the left ventricular diameter is more than one. Normally, this ratio is less than 0.9. Secondly, there is flattening or bulging of the interventricular septum on the left side. As you can see in this image, there is bulging of the septum on the left side. Thirdly, there is reflex of the contrast into the IVC that is inferior vena cava and into the hepatic waves. So, in our study, which was a non-interventional cross-section observational study, which was done over a period of 18 months, it was done in the Department of Rated Diagnosis. And the sample size was 130, which was calculated by approximately a number of patients that is 6 to 7 patients per month. So, since the study was done over a period of 18 months, the total comes to 126, which we have rounded off to 130. The inclusion criteria was any patient undergoing CTPA with pulmonary thromboembolism, who was willing to participate in the study, give a written informed consent, and the age was 18 or more than 18. The patient excluded from the study was who were not willing to participate, then whose serum creatinine was elevated, who have had a history of contrast allergy in the past, who have undergone contrast studies, urinated contrast studies intravenously or intra-RT in the past 24 hours and pregnant females. So, the procedure was done using a Toshiba 160-slice CT unit. The field of view was from the thoracic inlet up to the inferior extent of the diaphragm. The parameters were set such that the FOV was 500 mm, the thickness was 2 mm, the increment was 1 mm, the lung filter was used and the window was 40 to 400. Now, after a plane scan, 80 ml of intravenous-idonated contrast was pushed at an infusion rate of 4 ml per second, followed by 20 ml of normal saline at an infusion rate of 4 ml per second. Now, post-image acquisition, after the acquisition of the image, the modified meliscol was used in our study for assessment of thrombus load. Now, as you can see, it was calculated by giving a score of 0 or 1. So, 0 is given when there is no thrombus and 1 is given when there is either a partial human occluding thrombus or a complete human occluding thrombus. Now, this score was calculated using occlusion of the segmental arteries. So, the maximum score was 0, maximum score is 16 because 9 on the right and 7 on the left and the minimum score is 0 wherein there is no thrombus. And then later on, the right ventricle and the left ventricular ratio was calculated using the minor axis of the right ventricle and the left ventricle chamber in the axial plane. And the widest points were measured from the interventricular septum to the inner surface of the ventricle. Now, as you can see, out of the 130 patients that were enrolled in the study, the mean age was 53 and 55 percent of the patients were mean. According to this chart, as you can see, the most commonly involved vessel is the right mean pulmonary artery. And in 6 percent of the patients, all segmental branches were used, that is, there was saddle thrombus involving all 16 segmental arteries. This shows between the total thrombus load and the right ventricular function. Now, the total thrombus load was calculated using modified molar score and the right ventricular function was assessed using the right ventricle to the left ventricular ratio, diameter ratio. And as you can see, the p-value is less than 0.001, which is significant. So, there is a strong correlation between the thrombus load and the right ventricular function. So, Stein et al. in his studies had concluded that although the clinical suspicion might be low, CTPA is a useful modality to rule out pulmonary thromboembolism when the diagnosis is uncertain. Using CTPA, we diagnose acute pulmonary thromboembolism as well as the right ventricular function can be assessed using the dimensions of the right ventricle. Wong et al. in his study had also used modified molar score and had correlated it with the right ventricular dysfunction. And there also he found a strong correlation between the two, which was consistent with our studies. In another study conducted by Atesia et al, he used a different parameter, that is, the thrombus load was calculated using the Canadi index. And there again, there was this strong correlation between the thrombus load and the right ventricular dysfunction. Thus, he concluded that the right ventricular strain is an independent parameter for the prognosis of the pulmonary thromboembolism. In our study, the limitations were that this measurements were done by a single radiologist. So, the inter-observer variability was not taken into the concentration. And the protocols that we used was right ventricular and left ventricular diameters. However, the better parameters are the ventricular volumes, which was used in Cong et al. However, due to commonly practiced modalities and daily use, we have used right ventricular and left ventricular diameters. So, in conclusion, I would like to say that CTPA not only is a diagnostic modality in case of pulmonary thromboembolism, but it can be used for prognosis of this patient as the thrombus load in itself is an independent prognostic factor. Thank you.


NAPPLAN will be held over three days in May for students in years 3, 5, 7 and 9. NAPPLAN is a vital tool for parents, educators and the public to see how Australia's children are meeting essential literacy and numeracy standards. It's a point-in-time snapshot assessment of a student's achievements in these important areas of learning. It doesn't try to replace tests that are regularly held in classrooms around the country. Rather, it complements these existing tests and adds a valuable national dimension. NAPPLAN has value for parents and teachers alike. Parents receive a detailed report on how their child is fairing in literacy and numeracy and how they compare to others in a year level and across Australia. In some states, the report also shows how a child is going compared to others in that state. Parents can use these reports to discuss any areas of achievement or concern with their child's teacher. For teachers, NAPPLAN gives a national measure of literacy and numeracy skills. It allows them to compare what they already know about the students in their class as a result of their own observations or in classroom assessments with NAPPLAN results. They can also use the results to tailor teaching programs if they wish. This year, NAPPLAN has been aligned to the Australian Curriculum English and the Australian Curriculum Mathematics. This means that teachers and students don't have to do anything different other than teaching and learning the everyday curriculum. What students learn about literacy and numeracy in the classroom is what is tested in NAPPLAN. For more information about NAPPLAN, including FAQs, fact sheets and example tests, visit our website www.NAPPLAN.EDU.AU


Welcome to Toffy TV, it is the ever news daily. The Premier League are in advance talks with the government to get games played behind closed doors in June, that's according to a report over the weekend. It says that the advanced stage would see players limited contact with a number of people, so try to keep the numbers as small as they possibly can at each venue where the games would be played. There's some thought that there'd be individual training camps set up for the 20 Premier League teams, but it seems as though they are determined to finish the season, the last nine games. Obviously we've seen a lot of stories come out over the weekend, barely being one straight off the bat saying they'd struggle if they don't play their next nine games, it cost them in the region of £45 million if those games aren't played and they simply can't afford to lose out on that. The zone I've said that they won't be paying in the Premier League if the games aren't played because they're not paying for something that they're not getting any value for. That's where all the revenue spills in then of revenue loss, so you feel as though ultimately money will determine when the season is finished. A lot of people are calling for it to be null and void or curtailed or all of that, but the most likely outcome seems as though it'll be those remaining nine games played over a sure period of time probably in June. Some clubs thinking they may be back in training towards the end of April, but obviously everything is almost day by day given the way the COVID is turning through the country at the moment. You have to really take it day by day and the advice I'm sure will change week by week, but the Premier League are pushing ahead with these plans. Let's see what happens there. Everton linked again with James Rodriguez at the Spanish press saying that a move to Everton is very likely, so the Colombian wants to link up with Carlo Ancelotti again despite interest from Arsenal and Wolffs. Everton would be his preferred choice. Jesse Lingard has been linked with a move to either Everton or Arsenal, but apparently he wants to stay in fight for his place at Manchester United. Everton was also linked with Mohameda Hatter and the young playmaker at PSV. Marshal Brandon spoke about him last season and said that he'd love to bring in to Everton, but he just wouldn't get the game time and he wants him to develop. Now Dutch press and someone close to a Hatter and saying that Everton are very interested in taking him and he's interested in leaving to join the Premier League side. Again, who knows? Everton are apparently hoping that Sandro Ramirez will be bought by Real Valadolid this summer. He's been on loan this season for them and turned in some good performances. He scored a couple of goals of late as well and it's thought the Blues are hoping that the Spanish club want to keep Ramirez on a permanent basis. There have been some tentative suggestions that call on to what he would assess Sandro back at Finch Farm, but who knows what happens. Finally, Everton won't be fellow in staff, that is according to sources. There was some stories over the weekend that shop staff in Everton too have been placed on fellow, but they're not Everton staff. Quite frankly, fanatics own and run our stores. They are their staff. Everton apparently had given fanatics some advice not to do it. They would have preferred them to not being fellow, but ultimately it's not Everton's decision. They are fanatic staff. Everton don't own. They don't own employees of Everton Football Club. Everton still maintain and they won't be fellow. Any staff, Denise Barabax and Dale released a statement last week saying that all match day stewards and match day staff would be paid 100%. When we return to action they will be employed again. Lot of teams have had new teams saying they won't fellow staff. So, good football trying to sort itself out and they allow paid members of staff looking after them in these tough times. Make sure you give the video a thumbs up, subscribe if you haven't and if you want more videos join us on Patreon. See you later.


Hey everyone, today we are going to see the programs using function call by value learning outcome at the end of this session students will be able to write a C program using function call by value. Now before string this video students must watch the following videos on the function. So now in this session we see the problem statement write a C program to check whether the two given strings are an anagram or not using function. The first of all we see what is mean by anagram. Anagram is a theme but it is another string that string contains the same character but the order of the string is different. So here you can see that the first so here you can see that the first string is spare and the second string is peers. So here the anagram means what the spare and the peers the peer string is formed by it is having the same characters but the order of the character is different. So here S is there, after that P is there, A is there, R is there, E is there and in the peers first P is there, after that E is there, A is there, R is there, S is there means anagram string is nothing but it is a another string and that string is formed by containing the same characters but the order of the character is different. So here P comes first then E comes next then A comes next then R and S. In the original string in the spare the S is first after that P is there, after that A is there, after that R is there and then E is there. So here spare and peers are anagram. So we will see this program on code block. So first of all here we include the header files, here I will take one function check anagram. The return type of that function is integer. It takes two parameters of type character because we need the two string. So here we declare the two character parameters, the name of the variable is str1 and str2 and it is the end with semicolon because it is a function declaration. After that we see the main function. In the main function we require the two string. So here in C we know that string is declared by using the character array. So here the data type is character, str1 is a character of one array and str2 is a second array for storing the two string. So after that we display the printf statement input the first string and then we use the fgettas function for taking the input from the user. Next we use the another printf statement for reading the second string from the user and again here we use the fgettas function. So here first we use the if decision control statement in here if check anagram. Check anagram function is called and here we pass the two string str1 and str2. If both the strings are equal to one then str1 is assigned to the value slash 0 but here we calculate the length of the first string and minus one and we initialize the slash 0 at the string. Similarly str2 is we first calculate the length of the string 2 and then here we strln of string 2 minus 1 then here this str2 is assigned the slash 0. If both the strings are same then we display this message on the screen that both the strings are anagram. So here %s and %s means this %s value stored in the str1 and this %s value stored in the str2. If the check anagram function is called and if str1 and str2 two strings are passed and if it is not the same means it is not equal to one then here the else part is executed and similarly here we are then calculate the length by using strln function and we initialize the slash 0 to the string. Then str2 similarly and we display the message on the screen if %s and %s are not anagram and that %s value stored in the str1 and that %s value stored in this str2. So here we use the if l statement for displaying whether the given string is anagram or not. Next we see the actual anagram function so we know that the written type of this function is integer the name of the function is check anagram it takes a two parameter of types character so character pointer str1 character pointer str2. So here we take the two character array str1 and str2 character store. So here we initialize the value to 0. Next we keep the one counter value then here we check the length of the equality of the two strings. So two strings having the same length or not that's why here we use this strln function. So here we use the if strln of string 1 if it is not equal to string 2 then we return the value 0. So two strings having the same length or not that's why here we use this strln function. So here we use the if if strln of string 1 if it is not equal to string 2 then we return the value 0 that we use the for loop for counting the frequency of characters in string 1. So here we initialize the counter value to 0 that counter is initialized till the str1 of counter is not equal to slasero. We know that the string is entered by the slasero character so till the loop is continued till we not getting the value slasero and after that we increment the counter. So here what we see here we use the one character array. So str2 character of character. So here we check character of character we store the in character array. So str1 of counter if it is there then we increment the value of that counter variable means what? Here we checking the frequency of each and every character in str1. Similarly we count the frequency of character in str2. Again we use the for loop and that for loop is starting from counter equal to 0 and that loop is entered till str2 of counter is not equal to slasero. Here we have used the second array and str2 of counter plus plus every time we calculate the frequency of the character. Then after counting the frequency we compare. Compare the character counts of both the string. Again we required the loop because it in the character array we store the character character by character. So for iterating every character we required the for loop and here again for loop starts from 0 till 256 character because our array size is 256 so that's why the loop is iterated from 256 character and then we check the counter we increment. Here we use the if character 1 of counter character counter of sit here is not equal to if it is not same character 2 of character counter to character then it return the value 0 to the one function. Otherwise it returns the value 1 to the main function. This is the function body of check anagram. See once again we see what is the logic here applied. So check anagram function here we declare the two character array for keeping the frequency or for counting the frequency of the two strings. So here first we check both the strings are having the same length or not. If the both strings are same then and then only we return the value 0. If the string length of str is not equal to str2 we return the value 0. Next we take the two for loops for counting the first for loop is for counting the frequency of counting the frequency of each character in str1 and the second for loop is required for counting the frequency of character in str2. After that we compare the character counts of both the string. If it is not equal we return the value 0. If it is equal we return the value 1. After that we compile the file. So click here build then we run the file. Enter the first string spare and peers. Spare and peers are anagram because here the peer string is nothing but it is another string but this string is formed by contain the same character but the order of the character is different. Now after seeing this program can you tell me if the length of the input string are not same then is it possible to check anagram of string? Pause the video and think about it. The answer is no. If it is not same then we cannot check the anagram of the two strings. These are the references. Thank you.