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Vibro School 12 VERIFIED



Carpal tunnel syndrome (CTS) is a disorder that affects the median nerve at the wrist sufficient to cause impairment of nerve function. Elevated carpal tunnel pressure (CTP) leads to median nerve pathology, sensory, and motor changes in CTS patient. The techniques to quantify CTP used in clinic are invasive. This study aimed to investigate the feasibility of a noninvasive ultrasound vibro-elastography (UVE) to predict CTP in CTS patients and healthy individuals. The magnitudes of shear wave speed ratio (rSWS) of the 10 CTS patients (10 hands) and 6 healthy individuals (12 hands), and 10 cadaveric hands were compared using UVE. The ratios of intra to extra-carpal tunnel SWS in CTS patients was significantly higher than those in the healthy individuals (p = 0.0008) and cadaveric hands (p = 0.0015) with 500-g tendon tension. We estimated the CTP in the carpal tunnel using the mean rSWS of each group obtained from the present study and the linear approximation obtain from cadaveric hands data with 500-g tendon tension (y = 0.0036x + 1.1413). These results indicated that the elevated pressure applied to the 3rd flexor digitorum superficialis tendon in the carpal tunnel of CTS patients resulted in faster shear wave propagation. These results show that UVE was useful to indirectly estimate the CTP by measuring the rSWS; thus, they are potentially useful for the early diagnosis and assessment of CTS.




Vibro school 12



VIBGYOR Group of Schools is a chain of schools, the first of which was established in 2004 in Goregaon, Mumbai, India. Under the leadership of Rustom Kerawalla, Founder Chairman of the Institution, the VIBGYOR Group has opened 40 schools in fourteen major cities.


VIBGYOR Group's educational institutions include pre-schools under the name of VIBGYOR Kids and primary and secondary schools under the name of VIBGYOR High. VIBGYOR High offers a choice between the Indian Certificate of Secondary Education (ICSE), Central Board of Secondary Education (CBSE), International General Certification of Secondary Education (IGCSE) and A-level, depending on the school chosen.


Vibgyor High achieved 100% results in 2015, across schools in Mumbai, Pune, Vadodara and Bangalore ICSE Class 10 examinations.[40][41] In 2015, the number of students who took the Class ten boards from several schools across India was around 1.59 lakh with a pass percentage of 98.49%.[42] Of the 253 students, who appeared for the examinations this year from Vibygor High, 40% from across centres scored more than 90% marks, while 93% achieved distinction.[43]


VIBGYOR Group of schools was awarded with the "K-12 School Chain of the year" in the west zone and "Best Sport Empowerment" awards at the 5th Annual Indian Education Congress 2015, held in New Delhi.[45][46]


Vibygor High School, Goregaon and Vibygor High School, Malad were ranked at No. 1 and No. 2 in the Zone D region of Mumbai, respectively. Both the schools have also been ranked at No. 8 and No. 10 respectively amongst the Top 19 Schools in the Mumbai region.[47] Vibygor High was selected from over 500 schools, which were shortlisted.[48] The survey was conducted by Times Group, in partnership with i3 Research Consultants to determine the top schools in each zone in Mumbai.[49] The team conducted an exhaustive sample survey of 910 across seven zones of Mumbai.[50]


In 2010, Maharashtra Navnirman Sena (MNS) activists allegedly ransacked Vibgyor High School in Mumbai,[55] protesting against the expulsion of a female student at the Goregaon school, reportedly because her mother had led morchas against the fee hike effected by the school.[56]


On 2 July 2014, a six-year-old female student was allegedly raped by two staff members of Vibgyor High School, Marathahalli, Bangalore.[60] A medical examination confirmed the girl was sexually abused.[61] The incident triggered large-scale protests in Bangalore[62][63][64] and across India.[65] Eight staff members were detained by police in connection with the incident.[66] The Bangalore Police initially arrested a skating instructor at the school, although he was later released as innocent.[67][68] Two gym teachers at the school were then arrested for the crime a couple of weeks later.[69][70] Charges of gang rape were filed against the two in October.[71]


The chairman of the chain of schools, Rustom Kerawala, was arrested on 23 July 2014 on charges of intentionally suppressing information about the rape.[73][74] He was later released on bail, and charges were filed in October 2014 under The Protection of Children from Sexual Offenses Act.[71][75]


Several parents moved their children to other schools due to the lack of accountability shown by Vibgyor management. The Department of Public Instruction (DPI) has directed the controversy-hit Vibgyor High School in Marathahalli to refund the full amount to the parents who opt to take their children out of the school. Several parents complained that even after the DPI order, the school was denying refund of the amount.[76]


VIVA is the annual cultural festival of VIBGYOR Group of Schools. The latest VIVA was named -Viva La Vida. Usually, VIVA has carnivals, sports and performing arts competitions. Students of different branches meet to celebrate the inter-school festival.


The school has a separate department of faculty and teachers, for its co-curricular program- SPA. Students can avail a range of sports, athletics and performing arts like cricket, football, drama, music, skating, swimming, etc.


Abstract:An acoustic black hole (ABH) has the ability to concentrate and manipulate flexural waves, which can be used for structural vibration suppression and noise attenuation. In this paper, a 2D ABH rectangular plate is designed and a 2D ABH plate-cavity coupling system is constructed using the 2D ABH plate and five rectangular elastic plates of uniform thickness. Series of vibro-acoustic FEM models of the plate-cavity parallelepiped coupling system embedded with 2D ABHs are established, and the vibro-acoustic coupling simulation is conducted to analyze the effects of ABHs on the coupling modes, vibro-acoustic coupling characteristics, and mechanism of ABHs and the damping layer. It is shown that at most frequencies in the range of 36005000 Hz, the damping 2D ABH plate-cavity parallelepiped coupling system can significantly suppress the sound pressure and greatly reduce the peak values. It is also found that the significant reduction of the participation factor of the acoustic modes within the 100th order is the main mechanism for the obvious suppression of the sound pressure in the damping ABH plate-cavity coupling system at 3701 Hz. Finally, an experimental platform of vibro-acoustic measurement of the 2D ABH coupling system is constructed, and the accuracy of the vibro-acoustic FEM models of the 2D ABH coupling systems established in this paper and the numerical simulation calculation are verified by the vibro-acoustic measurement experiment.Keywords: acoustic black hole; plate-cavity coupling system; vibro-acoustic analysis; modal participation factor; experimental validation


Results show a positive effect of EMG-based biofeedback on the writing outcome. Indeed, for both subjects, the accuracy error of the figure-eight trace decreases with biofeedback training, while it does not present any significant change when children practice without the device. The promising results, together with the potential long-term use of the EMG-based vibrotactile biofeedback device, address the scarcity of noninvasive therapeutic interventions in the rehabilitation of childhood dystonia.


Since the 1970s, fairly intensive research has been investigating the effects of biofeedback therapy in children with motor disorders, such as CP and dystonia [17-24]. However, although most of these studies report a positive effect in motor rehabilitation, with improvements in motor control [25,26], mobility [27], and an increase in motivation to practice [28], the state of the art regarding the effectiveness of biofeedback training in children with movement disorders suffers two main limitations. In the first place, the proposed rehabilitation tools were not designed to be used outside clinical or laboratory settings; indeed, the encumbrance of the apparatus and the noisy and distracting type of cue used to convey information to the subjects did not allow for their use in domestic or social environments, such as school. Secondly, in terms of assessment of the effectiveness of this technique, there is the need for more sensitive outcome measures that have the capacity to capture small motor changes. Indeed, in most of these studies, the evaluation is based on qualitative interviews or questionnaires [29].


To overcome the current limits of the literature investigating the efficacy of biofeedback training in children with CP and dystonia, we designed a detailed laboratory study to quantitatively test the efficacy of electromyographic (EMG)- based vibro-tactile biofeedback in accelerating motor learning and improving motor skill in children with secondary dystonia due to CP. One of the main innovations with respect to the state of the art is represented by the choice of the EMG biofeedback device. Indeed, current devices for surface EMG biofeedback are not appropriate for chronic use in children because they make noise, require conscious attention or effort, are not battery-operated, or are difficult to fit and adjust. In the current protocol, we propose the use of a battery-powered wearable EMG feedback device that indicates the level of muscle activity by proportionate changes in the speed of a silent vibration motor with a frequency that is proportional to muscle activation. These features potentially allow the child to wear the device multiple hours a day during daily activities. The current device was first used by Bloom and colleagues [30] in a study where they tested the efficacy of long-term biofeedback training in 10 CP children and they showed clinical improvement for all participants. Notwithstanding the important result, the study assessed changes in motor function using a clinical scale. Thus, in the current study, to address the need for sensitive and quantitative outcome measures, improvement in motor learning and skill are assessed through quantitative indices which were designed and validated in previous studies targeting the pediatric population affected by dystonia [31,32].


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