BackgroundChronic subdural haematoma (CSDH) is a common entity in neurosurgery with a considerable postoperative recurrence rate. Computerised tomography (CT) scanning remains the most important diagnostic test for this disorder. The aim of this study was to characterise the relationship between the recurrence of CSDH after treatment with burr-hole irrigation and closed-system drainage technique and CT scan features of these lesions to assess whether CT findings can be used to predict recurrence.MethodsWe investigated preoperative and postoperative CT scan features and recurrence rate of 107 consecutive adult surgical cases of CSDH and assessed any relationship with univariate and multivariate regression analyses.ResultsSeventeen patients (15.9 %) experienced recurrence of CSDH. The preoperative haematoma volume, the isodense, hyperdense, laminar and separated CT densities and the residual total haematoma cavity volume on the 1st postoperative day after removal of the drainage were identified as radiological predictors of recurrence. If the preoperative haematoma volume was under 115 ml and the residual total haematoma cavity volume postoperatively was under 80 ml, the probability of no recurrence was very high (94.4 % and 97.4 % respectively).ConclusionsThese findings from CT imaging may help to identify patients at risk for postoperative recurrence.

Estimated K(trans), K(ep), and V(e) in HGGs were within 15% of the high sampling rate reference values for T(s) <20 s. Increasing T(s) and reducing T(acq) leads to reduced precision of the estimated values.

Using Vygotsky's notion of double stimulation as an analytical tool, we discuss the complex relationship between tasks, tools, and agency in CSCL environments. Empirically we examine how learners in a Norwegian senior high school class learning English as a foreign language approach and respond to an open-ended and collectively oriented task using a wiki. Our findings show that collectively oriented knowledge and language production takes place locally in small groups as well as in the larger collective of the class, and that learners find it difficult to maintain awareness of both levels of activity. However, when facing a breakdown in the wiki application, learners sustained strategies that carried many of the characteristics of collective production. We argue that there is a need to further theorize the task-tool relationship in activities involving collective knowledge production and that we need to align pedagogical as well as technological designs in order to give support for such efforts.

This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000-2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.

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