Academic literature on the topic 'Vestibular examinations'
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Journal articles on the topic "Vestibular examinations"
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van de Berg, Raymond, Sally Rosengren, and Herman Kingma. "Laboratory examinations for the vestibular system." Current Opinion in Neurology 31, no. 1 (February 2018): 111–16. http://dx.doi.org/10.1097/wco.0000000000000526.
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Choi, Woo Young, and Daniel R. Gold. "Vestibular Disorders: Pearls and Pitfalls." Seminars in Neurology 39, no. 06 (December 2019): 761–74. http://dx.doi.org/10.1055/s-0039-1698752.
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AbstractDizziness and vertigo are symptoms that commonly lead patients to seek neurologic or emergency care. Because symptoms are often vague and imprecise, a systematic approach is essential. By categorizing vestibular disorders based on the timing, triggers, and duration of symptoms, as well as emphasizing focused ocular motor and vestibular examinations, the majority of vestibular diagnoses can be made at the bedside. This paper will discuss the pearls and pitfalls in the history and examination of the most common acute, episodic, and chronic vestibular disorders.
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Heinze, B. M., B. M. Vinck, and D. W. Swanepoel. "Does the human immunodeficiency virus influence the vestibulocollic reflex pathways? A comparative study." Journal of Laryngology & Otology 128, no. 9 (August 28, 2014): 772–79. http://dx.doi.org/10.1017/s0022215114001996.
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AbstractBackground:This study compared vestibulocollic reflex and vestibulo-ocular reflex functioning in subjects with and without human immunodeficiency virus. It also described test results throughout progression of the disease and compared the results of human immunodeficiency virus positive subjects who were receiving antiretroviral therapies with those not receiving this treatment.Methods:Subjects comprised 53 adults with human immunodeficiency virus (mean age 38.5 ± 4.4 years) and 38 without human immunodeficiency virus (mean age 36.9 ± 8.2 years). Clinical examinations included cervical vestibular-evoked myogenic potential and bithermal caloric testing.Results:Abnormal cervical vestibular-evoked myogenic potential and caloric results were significantly higher in the human immunodeficiency virus positive group (p = 0.001), with an odds ratio of 10.2. Vestibulocollic reflex and vestibulo-ocular reflex involvement increased with progression of the disease. There were more abnormal test results in subjects receiving antiretroviral therapies (66.7 per cent) than in those not receiving antiretroviral therapies (63.6 per cent), but this difference was insignificant.Conclusion:Human immunodeficiency virus seems to influence vestibulocollic reflex pathways. Combining cervical vestibular-evoked myogenic potential and caloric testing may be useful to detect early neurological involvement in human immunodeficiency virus positive subjects.
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Combs, J., A. Puskar, N. Blaney, M. Collins, and A. Kontos. "Preliminary Examinations of Concussion in Older Adults." Archives of Clinical Neuropsychology 34, no. 5 (July 2019): 768. http://dx.doi.org/10.1093/arclin/acz026.38.
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Abstract Purpose This study sought to investigate whether concussion in older adults improves through evaluating their performance on the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) and Vestibular/Ocular-Motor Screen (VOMS) across visits and to describe and better characterize concussion in this at-risk population. Methods We conducted a retrospective review of medical records for 69 older adult patients (40 females, 29 males) that presented to a concussion specialty clinic. Participants averaged 64.71 (SD=4.1) years in age and presented within 6-998 days of injury (SD=170.9). Demographics and clinical data were recorded at intake through last appointment. Descriptive analysis, including frequencies, means, and standard deviations were performed as well as paired T-test to compare mean scores for first and last visit. Statistical significance was determined by two-sided p-values <.05. Results Twenty out of 69 participants (29%) reported a previous concussion. Concussion symptom severity scores at participants’ first clinic visit averaged 56.19 (SD=26.56) compare with 39.51 (SD=25.53) at their final clinic visit. When comparing ImPACT data, all scores improved comparatively from Visit 1 to Last Visit (P values =0.000-0.014); all VOMS total scores improved as well (P =0.00-0.047). The most frequent primary profile among participants was Vestibular (31.9%). Conclusion Older adults diagnosed with concussion showed improvement on ImPACT scores and their symptom severity scores decreased. The most frequent primary concussion profile at initial visit was Vestibular. Further research with this at-risk population is needed.
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Carey, J. P., T. Cooper, G. I. Jallo, B. S. Carson, and M. Guarnieri. "Ototoxicity of Carboplatin Delivered Locally in a Monkey Brainstem." International Journal of Toxicology 24, no. 6 (November 2005): 443–49. http://dx.doi.org/10.1080/10915810500368951.
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Ototoxicity is a common side effect of platinum-based chemotherapy. Intratumoral drug delivery theoretically could reduce the ototoxic effects of systemic drug infusions. However, local delivery to central nervous system (CNS) tumors might promote ototoxicity through drug release into cerebrospinal fluid (CSF). This report describes an examination of the cytoarchitecture of vestibular cells of cynomolgus monkeys that had chronic brainstem infusions with the maximum tolerated dose (MTD) of carboplatin. The brainstems of adult monkeys were infused for 30 days at 0.42 μl/h with 0.025 to 0.25 mg/kg (MTD) of carboplatin. The vestibular sensory epithelia of eight drug-treated animals were isolated for microscopic examination of vestibular hair cells and support cells. Local infusions produced chronic elevated CSF levels of platinum, neurological symptoms, and radiographic evidence of pontine injury. Histology revealed significant cell damage at the infusion sites. Microscopic examinations of vestibular support cells and hair cells demonstrate a small reduction in cell counts in the drug-treated monkeys compared to a noninfused control animal. Parametric and nonparametric tests show no effect of dose in predicting the vestibular cell counts. In this single study of eight monkeys, a dose-dependent reduction of vestibular hair cells or support cells was not observed in animals infused with brainstem infusions of 0.025 to 0.25 mg/kg of carboplatin.
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Jacobson, Gary P., Devin L. McCaslin, Sarah L. Grantham, and Erin G. Piker. "Significant Vestibular System Impairment Is Common in a Cohort of Elderly Patients Referred for Assessment of Falls Risk." Journal of the American Academy of Audiology 19, no. 10 (November 2008): 799–807. http://dx.doi.org/10.3766/jaaa.19.10.7.
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Background: Falls in elderly patients are associated with morbidity, mortality, and cost to the health-care system. The development of falls risk assessment programs have represented a method of responding to what is known about injurious falls. The multidimensional assessments involve the comparison against normative data of a patient's performance on metrics known to influence the likelihood of future falls. The factors assessed usually include falls and medication history, measures of mentation, depression, orthostatic hypotension, simple or choice reaction time, gait stability, postural stability, and the integrity of the patient's vision, somesthetic, and vestibular senses. Purpose: This investigation was conducted to measure the proportion of patients referred for falls risk assessment who have evidence of vestibular system impairment. Research Design: Qualitative, retrospective review of data collected from 2003 to 2007. Study Sample: The cohort was 185 consecutive patients referred for multidimensional assessments of falls risk. Data Collection and Analysis: Patients underwent quantitative assessments of peripheral and central vestibular system function consisting of electro- or videonystagmography (i.e., ENG/VNG), and sinusoidal harmonic acceleration testing. Results of these tests were compared to normative data. Results: We found that 73% of the sample who underwent vestibular system assessment had quantitative evidence of either peripheral or central vestibular system impairment. Conclusions: Our results suggest that quantitative assessments of the vestibulo-ocular reflex should be conducted on patients who are evaluated for falls risk. These examinations should include at least caloric testing and, where available, rotational testing.
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Park, HongJu, JungEun Shin, YongSoo Jeong, HiBoong Kwak, and YeoJin Lee. "Lessons From Follow-Up Examinations in Patients With Vestibular Neuritis." Otology & Neurotology 30, no. 6 (September 2009): 806–11. http://dx.doi.org/10.1097/mao.0b013e3181b0ff1b.
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Johkura, Ken, Yosuke Kudo, Yu Amano, and Koji Takahashi. "Vestibular examinations in apogeotropic positional nystagmus caused by cerebellar tumor." Neurological Sciences 36, no. 6 (January 23, 2015): 1051–52. http://dx.doi.org/10.1007/s10072-015-2086-4.
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Pan, Qi, Yixin Zhang, Ting Long, Wei He, Shanshan Zhang, Yulan Fan, and Jiying Zhou. "Diagnosis of Vertigo and Dizziness Syndromes in a Neurological Outpatient Clinic." European Neurology 79, no. 5-6 (2018): 287–94. http://dx.doi.org/10.1159/000489639.
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Background: Dizziness and vertigo are frequent complaints of outpatients in the neurological department. Our objective was to explore the epidemiological category and clinical features of patients with dizziness or vertigo in the neurological outpatient department of a tertiary hospital. Methods: We consecutively recruited all patients with dizziness and/or vertigo visiting the neurological outpatient clinic of the First Affiliated Hospital of Chongqing Medical University from January 2016 to June 2017. All patients were interviewed by 4 neurologists and they completed self-administered questionnaires. General physical and standardized neuro-otology bedside examinations were performed in all participants. Instrumental examinations and other related examinations were prescribed as needed. Results: A total of 392 patients, 272 female and 120 male, were enrolled and the ratio of males to females was 1: 2.27. The mean age was 52.39 ± 13.87 years (range 11–90). Elderly patients (≥60 years) accounted for about one-third of the patients. Peripheral vestibular disorders accounted for 54.6% of patients, central vestibular disorders (including vestibular migraine [VM]) accounted for 22.4% of patients, psychogenic vertigo in 64 (16.3%), other reasons in 9 (2.3%) and unknown in 17 (4.3%). Benign paroxysmal positional vertigo (BPPV; 30.8%), psychiatric dizziness (20.5%), and VM (14.4%) were the 3 major vestibular diseases in patients under 60 years of age; however, BPPV (27.9%), central vertigo (21.7%), and Meniere’s disease (11.7%) were more common in patients over 60 years of age. Conclusions: This study provided a classification and clinical features of vestibular disorders in a neurological outpatient department of a tertiary hospital in China. The spectrum of vertigo or dizziness is different between different age groups and clinicians should pay attention to this difference in clinical reasoning.
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Emami, Seyede Faranak, Akram Pourbakht, Kianoush Sheykholeslami, Mohammad Kamali, Fatholah Behnoud, and Ahmad Daneshi. "Vestibular Hearing and Speech Processing." ISRN Otolaryngology 2012 (February 14, 2012): 1–7. http://dx.doi.org/10.5402/2012/850629.
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Vestibular hearing in human is evoked as a result of the auditory sensitivity of the saccule to low-frequency high-intensity tone. The objective was to investigate the relationship between vestibular hearing using cervical vestibular-evoked myogenic potentials (cVEMPs) and speech processing via word recognition scores in white noise (WRSs in wn). Intervention comprised of audiologic examinations, cVEMPs, and WRS in wn. All healthy subjects had detectable cVEMPs (safe vestibular hearing). WRSs in wn were obtained for them (66.9 ± 9.3% in the right ears and 67.5 ± 11.8% in the left ears). Dizzy patients in the affected ears, had the cVEMPs abnormalities (insecure vestibular hearing) and decreased the WRS in wn (51.4 ± 3.8% in the right ears and 52.2 ± 3.5% in the left ears). The comparison of the cVEMPs between the subjects revealed significant differences (P < 0.05). Therefore, the vestibular hearing can improve the speech processing in the competing noisy conditions.
Dissertations / Theses on the topic "Vestibular examinations"
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Silva, JoÃo Eudes Moreira da. "O Vestibular da UFC. ImplicaÃÃes para o Ensino MÃdio: um estudo de caso a partir das mudanÃas realizadas de 1978 a 2004." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=9022.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiornÃo hÃ
Este estudo se propÃs a investigar as mudanÃas provocadas nos vestibulares da Universidade Federal do Cearà (UFC), nos Ãltimos 26 anos e suas repercussÃes no Ensino MÃdio. De modo mais especÃfico analisa-se a partir das entrevistas com os presidentes e vice-presidente da ComissÃo Coordenadora do Vestibular (CCV) as explicaÃÃes para as diversas modificaÃÃes implantadas por cada um ao seu tempo e ao seu modo. AtravÃs da fala dos professores elaboradores de provas de Biologia revela-se o impacto causado pelas provas do vestibular e sua repercussÃo nos conteÃdos abordados no Ensino MÃdio.Esta pesquisa, confirma a historicidade do processo de mudanÃas fazendo uso dos documentos do Conselho de Ensino, Pesquisa e ExtensÃo (CEPE) e dos editais de convocaÃÃo dos vestibulares compreendidos entre 1978 e 2007. A pesquisa de abordagem qualitativa adota como instrumento de levantamento de dados a entrevista semi-estruturada e anÃlise de documentos concentrando-se especialmente: nas falas dos presidentes e vice-presidentes da CCV relacionadas com as mudanÃas ocorridas nos vestibulares da UFC no perÃodo de 1978 a 2007; nas contribuiÃÃes dos professores elaboradores de provas de Biologia do vestibular da UFC; na anÃlise documental das provas de Biologia do vestibular da UFC; e na apreciaÃÃo dos documentos oficiais. Destaca-se no texto a capacidade de adaptaÃÃo das escolas particulares Ãs inovaÃÃes propostas pela CCV, e se notifica a pouca visibilidade de iniciativas tomadas nesse sentido pela escola pÃblica. Chega-se à conclusÃo que o sistema de acesso à universidade tem uma influÃncia inegÃvel no Ensino MÃdio, tanto no conteÃdo como no seu enfoque epistemolÃgico; entretanto essa ascendÃncia pode ser positiva desde que haja convergÃncia entre o sistema de acesso ao Ensino Superior e os objetivos do prÃprio Ensino MÃdio. Evidencia-se a necessidade da UFC repensar os critÃrios utilizados no processo de seleÃÃo, redimensionando os conteÃdos exigidos e centralizando sua preocupaÃÃo na construÃÃo de uma proposta educativa que forme sujeitos capazes de pensar propor e realizar mudanÃa que transformem o curso dessa histÃria. Palavras-Chaves: Vestibular; MudanÃas; Ensino MÃdio.
This study intends to investigate changes brought about in the College Entrance Examinations (Vestibular) of the Universidade Federal do Cearà (UFC) in the last 26 years and its effects in the Brazilian Secondary Education. Specifically, the explanations for several modifications established - each at a different time and manner - are analyzed based on interviews with presidents and vice-presidents of the Examinationâs Coordination Committee (CCV). Through the speech of the teachers responsible for the elaboration of the Biology tests, the impact of the vestibular exams are revealed as well as the effects in the subjects dealt with in Secondary School. This investigation confirms the historicity of the change process by utilizing documents from the Education, Research and Community Service Council (CEPE) and the Call for Exams Publications from 1978 to 2007. This qualitative research chose a semi-structured interview and document analysis as tools for data survey, focusing especially on the sayings of the presidents and vice-presidents of the CCV related to the changes that took place in UFCâs Vestibular examinations from 1978 to 2007; the sayings of teachers who developed the Biology tests in he UFC Vestibular; as well as on documental analysis of these Biology tests and official documents. In the text, the ability of private schools to adapt to the innovations proposed by the CCV is highlighted and the lack of visibility of these actions by public schools is noticed. It is concluded that the access system to the university has an indisputable influence in Secondary School, both in content and in its epistemological approach, however this influence can only be positive if there is a convergence between the access system to Higher Education and the objectives in Secondary School itself. It is shown that UFC needs to review its selection criteria, resize the contents required and invert the way it contributes with the evaluation process, centralizing its concerns in the construction of an educational proposal that may shape individuals capable of thinking, proposing and making changes that can transform the course of history. .
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SILVA, João Eudes Moreira da. "O Vestibular da UFC. Implicações para o Ensino Médio: um estudo de caso a partir das mudanças realizadas de 1978 a 2004." www.teses.ufc.br, 2007. http://www.repositorio.ufc.br/handle/riufc/7266.
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SILVA, João Eudes Moreira da. O Vestibular da UFC. Implicações para o Ensino Médio: um estudo de caso a partir das mudanças realizadas de 1978 a 2004. 2007. 117f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2007.Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-02-14T16:46:57Z No. of bitstreams: 1 2007-DIS-JEMSILVA.pdf: 351896 bytes, checksum: acce2d5f173bad8aba4d9cb51363fe7a (MD5)
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This study intends to investigate changes brought about in the College Entrance Examinations (Vestibular) of the Universidade Federal do Ceará (UFC) in the last 26 years and its effects in the Brazilian Secondary Education. Specifically, the explanations for several modifications established - each at a different time and manner - are analyzed based on interviews with presidents and vice-presidents of the Examination’s Coordination Committee (CCV). Through the speech of the teachers responsible for the elaboration of the Biology tests, the impact of the vestibular exams are revealed as well as the effects in the subjects dealt with in Secondary School. This investigation confirms the historicity of the change process by utilizing documents from the Education, Research and Community Service Council (CEPE) and the Call for Exams Publications from 1978 to 2007. This qualitative research chose a semi-structured interview and document analysis as tools for data survey, focusing especially on the sayings of the presidents and vice-presidents of the CCV related to the changes that took place in UFC’s Vestibular examinations from 1978 to 2007; the sayings of teachers who developed the Biology tests in he UFC Vestibular; as well as on documental analysis of these Biology tests and official documents. In the text, the ability of private schools to adapt to the innovations proposed by the CCV is highlighted and the lack of visibility of these actions by public schools is noticed. It is concluded that the access system to the university has an indisputable influence in Secondary School, both in content and in its epistemological approach, however this influence can only be positive if there is a convergence between the access system to Higher Education and the objectives in Secondary School itself. It is shown that UFC needs to review its selection criteria, resize the contents required and invert the way it contributes with the evaluation process, centralizing its concerns in the construction of an educational proposal that may shape individuals capable of thinking, proposing and making changes that can transform the course of history.
Este estudo se propôs a investigar as mudanças provocadas nos vestibulares da Universidade Federal do Ceará (UFC), nos últimos 26 anos e suas repercussões no Ensino Médio. De modo mais específico analisa-se a partir das entrevistas com os presidentes e vice-presidente da Comissão Coordenadora do Vestibular (CCV) as explicações para as diversas modificações implantadas por cada um ao seu tempo e ao seu modo. Através da fala dos professores elaboradores de provas de Biologia revela-se o impacto causado pelas provas do vestibular e sua repercussão nos conteúdos abordados no Ensino Médio.Esta pesquisa, confirma a historicidade do processo de mudanças fazendo uso dos documentos do Conselho de Ensino, Pesquisa e Extensão (CEPE) e dos editais de convocação dos vestibulares compreendidos entre 1978 e 2007. A pesquisa de abordagem qualitativa adota como instrumento de levantamento de dados a entrevista semi-estruturada e análise de documentos concentrando-se especialmente: nas falas dos presidentes e vice-presidentes da CCV relacionadas com as mudanças ocorridas nos vestibulares da UFC no período de 1978 a 2007; nas contribuições dos professores elaboradores de provas de Biologia do vestibular da UFC; na análise documental das provas de Biologia do vestibular da UFC; e na apreciação dos documentos oficiais. Destaca-se no texto a capacidade de adaptação das escolas particulares às inovações propostas pela CCV, e se notifica a pouca visibilidade de iniciativas tomadas nesse sentido pela escola pública. Chega-se à conclusão que o sistema de acesso à universidade tem uma influência inegável no Ensino Médio, tanto no conteúdo como no seu enfoque epistemológico; entretanto essa ascendência pode ser positiva desde que haja convergência entre o sistema de acesso ao Ensino Superior e os objetivos do próprio Ensino Médio. Evidencia-se a necessidade da UFC repensar os critérios utilizados no processo de seleção, redimensionando os conteúdos exigidos e centralizando sua preocupação na construção de uma proposta educativa que forme sujeitos capazes de pensar propor e realizar mudança que transformem o curso dessa história. Palavras-Chaves: Vestibular; Mudanças; Ensino Médio.
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Lima, José Luciano Santinho. "Contextualização e conteúdo das questões de matemática do ENEM e dos vestibulares da USP, UNICAMP e UFSCar." Universidade Federal de São Carlos, 2011. https://repositorio.ufscar.br/handle/ufscar/4424.
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Previous issue date: 2011-03-31Nos últimos anos a população brasileira tem presenciado profundas mudanças na forma de ingresso às universidades, e esse trabalho estuda essas mudanças do ponto de vista da contextualização e do conteúdo das questões de matemática da prova do ENEM e dos vestibulares da USP, UNICAMP e UFSCar. Foi traçado um panorama resumido dos primórdios dos vestibulares até os dias de hoje, com maior atenção às provas hodiernas. Foram analisados vários aspectos de todas as questões de matemática da FUVEST (1977 a 2010), da UNICAMP (1987 a 2010), da UFSCar (2000 a 2010) e do ENEM (1998 a 2009), dentre eles a participação percentual de matemática em cada prova, os assuntos mais freqüentes e a contextualização das questões. Esse último aspecto da contextualização possui um capítulo à parte nessa dissertação, pela sua importância no novo cenário educacional influenciado diretamente pelas avaliações do ENEM. A opinião dos alunos a respeito dos vestibulares modernos também foi levada em conta nessa dissertação através de uma pesquisa de opinião na internet, cujos resultados foram quantificados e analisados estatisticamente.
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Stevão, Christiane Bellório Gennari de Andrade 1965. "Construção de uma metodologia alternativa para selecionar alunos de 2ª fase de vestibulares." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/332963.
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Orientador: Dirceu da SilvaTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este estudo fundamenta-se na avaliação dos aspectos positivos da aplicação da Teoria da Resposta ao Item (TRI) na definição da nota de corte da 1ª fase do processo seletivo do vestibular da UNESP (Universidade Estadual Paulista), bem como na adoção de um instrumento que subsidia a seleção dos candidatos a serem convocados para a 2ª fase, mantendo-se o cálculo da nota final do processo pela Teoria Clássica de Medidas (TCM). O modelo da TRI utilizado é o de três parâmetros, considerando que na prova do vestibular sempre existe a possibilidade de resposta ao acaso. O objetivo principal da pesquisa é mostrar a implantação de uma metodologia para estabelecer um cálculo, que permita selecionar os mais bem preparados sem prejudicar o aluno que por engano possa colocar a resposta errada em uma questão ao passá-la para o gabarito e, desse modo, determinar que a nota de corte não avance muito com o passar dos anos. Este trabalho possibilita aumentar o número de alunos classificados para a 2ª fase do vestibular com a certeza de estar selecionando os alunos com maior habilidade em todas as disciplinas avaliadas, sem prejudicá-los em um único item. O problema levantado por esta pesquisa vem da implantação do Vestibular UNESP 2010 com a 1ª fase eliminatória (Prova de Conhecimentos Gerais). Com a metodologia proposta foi possível conseguir um modelo matemático para o cálculo do número de candidatos para a 2ª fase nos próximos vestibulares e apresentar um estudo preliminar para a necessidade do aumento de vagas nos cursos mais concorridos no decorrer dos próximos anos. Neste estudo considerou-se também o questionário respondido pelos concorrentes ao efetuar a inscrição para verificar como se classificam os alunos das escolas públicas e de baixa renda. Para isso trabalhou-se com amostras de três cursos selecionados: Direito da cidade de Franca curso diurno, Engenharia Civil da cidade de Guaratinguetá em período integral e Medicina da cidade de Botucatu período integral, nos vestibulares de 2010 e 2012
Abstract: This study is based on the evaluation of the positive aspects from the Item Response Theory's (TRI) application in defining the minimum score of the first phase of the selection process, of UNESP's (Universidade Estadual Paulista) Entrance Exam, as well as in the adoption of an instrument that subsidizes the selection of candidates to be called for the second phase, keeping the calculation of the final grade of the process by the Classical Theory of Measures (TCM). The TRI model used will be the one of three-parameter considering that in vestibular there is always the possibility of random response. The main objective of this research was the implementation of a methodology for establishing this calculation, which allows select the better prepared without harming the student who mistakenly can put the wrong answer on a question when transferring it to the final answer paper, and this way determine that the minimum score do not advance much over the years. This work makes it possible to increase the number of students classified for the second phase of the Entrance Exam with the certainty of being selecting students with higher skills in all evaluated subjects, without harming them into a single item. The problem raised by this research comes from the deployment of the 2010 UNESP entrance examination with the 1st knockout round (General Knowledge Test). With the proposed methodology was possible to achieve a mathematical model for calculating the number of candidates for the second phase of the upcoming university entrance exams and submit a preliminary study for the need to increase the vacancies in courses with greater demand over the next few years. In this study it was also considered the questionnaire answered by competitors when making the inscription to check how students from public schools and with low income are classified. For this, it was made a sample of three selected courses: Law, from Franca city, a daytime course, Civil Engineering from the city of Guaratinguetá, a full-time course, and Medicine from Botucatu city, a full-time course, in the entrance exams of 2010 and 2012
Doutorado
Ensino e Práticas Culturais
Doutora em Educação
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De, Lazzari Fabiana Parra. "Para além dos muros do processo seletivo: análise das propostas de produção de textos nos vestibulares de universidades públicas paulistas." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20657.
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The purpose of this study is to profile the proposals of text production from the Brazilian vestibulares (university entrance exams) that are considerably pursued/competitive, in order to provide teachers the conditions for a more complete pedagogical orientation regarding the productions of texts to be performed by candidates in these vestibulares. It is also the objective of this study to investigate whether these identity characteristics are consistent with the context of the candidates in each one of the vestibulares here studied and to assess if such identity characteristics allow a comprehensive and complete evaluation of the candidates. The corpus of the present study includes the vestibulares between the years of 2012 and 2015 for admissions into the Universidade de São Paulo (prepared by the Fundação Universitária para o Vestibular), the Universidade Estadual Paulista Júlio de Mesquita Filho (prepared by the Fundação para o Vestibular da Unesp), and the Universidade Estadual de Campinas (prepared by the Comissão Permanente para os Vestibulares). The method for our analyses is based on the triad Descriptions-Comparisons-Weighting. The reference for the analyses is Textual Linguistics. We also make use of theoretical contributions from studies of Rhetoric and New Rhetoric
Este estudo tem como objetivo traçar o perfil das propostas de redação de vestibulares brasileiros bastante procurados/concorridos, a fim de se proverem docentes de condições para uma mais completa orientação pedagógica acerca das produções textuais a serem realizadas por candidatos, nesses vestibulares. Também é objetivo deste estudo analisar se características identitárias delineadas são condizentes com o contexto encontrado pelo candidato, em cada um dos vestibulares por nós estudados e ponderar se tais características identitárias permitem que o candidato seja avaliado de maneira ampla. O corpus do presente estudo é formado pelas provas de redação aplicadas entre os anos de 2012 e 2015, nos vestibulares para ingresso na Universidade de São Paulo (vestibular realizado pela Fundação Universitária para o Vestibular), na Universidade Estadual Paulista Júlio de Mesquita Filho (vestibular realizado pela Fundação para o Vestibular da Unesp) e na Universidade Estadual de Campinas (vestibular realizado pela Comissão Permanente para os Vestibulares). A metodologia de nossas análises embasa-se na tríade Descrições-Comparações-Ponderações. O referencial para as análises é a Linguística Textual. Também nos valemos de aportes teóricos advindos de estudos da Retórica e da Nova Retórica
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Retorta, Miriam Sester. "Efeito retroativo do vestibular da Universidade Federal do Parana no ensino da lingua inglesa em nivel medio no Parana : uma investigação em escolas publicas, particulares e cursos pre-vestibulares." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269563.
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Orientador: Matilde Virginia Ricardi ScaramucciTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Este trabalho visa investigar se a prova de língua inglesa do vestibular da Universidade Federal do Paraná causa efeitos retroativos no ensino dessa língua, em escolas públicas e privadas de nível médio e cursos pré-vestibulares, e, em caso positivo, determinar quais são esses efeitos. Para atingir tais objetivos, foi desenvolvida uma pesquisa qualitativa interpretativista de cunho etnográfico, na qual puderam ser ouvidas diversas vozes da comunidade escolar: escolas públicas (urbanas e rurais) e particulares, bem como cursos pré-vestibulares (particulares e gratuitos). Na busca de multiperspectivas sobre o fenômeno, procurou-se escolher os cenários que levassem em conta a grande desigualdade social do país, e incluíssem, como participantes, a maioria dos stakeholders (pessoas ligadas ao fenômeno direta ou indiretamente) para, ao final, triangularem-se os dados coletados. Além de entrevistas dos participantes, aulas de professores também foram observadas. Os resultados deste estudo mostram que o efeito retroativo da prova de inglês do vestibular da UFPR não ocorre nas escolas públicas. O que direciona o ensino desses cenários são os livros didáticos que cada escola adota. No entanto, pudemos perceber a existência do efeito retroativo nos outros cenários ¿ escolas particulares e cursos pré-vestibulares ¿, ora exercendo efeitos positivos (motivação dos diretores e professores para buscar informações sobre o exame; motivação dos alunos para estudar mais a disciplina e passar no exame; direcionamento de ementas e construção de objetivos claros; incentivo ao ensino da leitura), ora negativos (estreitamento do currículo; ansiedade dos sujeitos dos cenários). Verificou-se também que o efeito retroativo ocorreu aí em intensidades diferentes, pois interferiram no fenômeno fatores como: informações que os professores tinham sobre o exame; concepções de língua, leitura e avaliação desses professores; nível de conhecimento de língua inglesa desses profissionais; cobrança dos diretores e do grupo social (os pais e alunos); chances de aprovação, dentre outros. O que direcionou o ensino desses cenários foi o programa oficial do exame de vestibular da UFPR. Este estudo oferece contribuições teóricas ao proporcionar melhor entendimento do conceito efeito retroativo; contribuições metodológicas, por seu desenho investigativo inovador e abrangente; e, finalmente, contribuições práticas, enquanto um conjunto de subsídios para o ensino e avaliação de língua inglesa no ensino médio
Abstract: The objective of this thesis is to investigate if the English test of the University Entrance Examination of UFPR sets off the washback effect in the teaching/learning of the language in public and private high schools as well as cramming courses and, if so, what effects were they. In order to meet these objectives a qualitative interpretativist investigation was conducted in which various voices of the school community were heard such as the participants of public schools (urban and rural), the private schools and the cramming courses (private and free ones). Since there was an intention of having a multiperspective of the phenomenon, the scenarios were chosen because of the great social inequalities of this country and, therefore, many stakeholders (participants who were directly or indirectly involved in the phenomenon) were selected to be interviewed. The data was triangulated, analyzed and discussed. Besides the interview, class observations were included. The results of this study show that there was no washback effect of the English test of the University Entrance Examination of UFPR in public schools. What helped set the teaching goals of the discipline were the contents suggested in the didactic books adopted in each school. In the other scenarios, the washback effect was observed. The positive effects were the motivation of the directors and teachers to search for information about the test; motivation of the students to study harder to pass the test; the test was used to set clear teaching objectives and reading began to be taught. The negative effects were: anxiety of the participants of some scenarios and curriculum narrowing. Different intensities of the washback effect were observed because there were other factors which interfered in the phenomenon such as information teachers had about the test, their concept of language, reading and evaluation, their knowledge of the English language, the directors demanding for the teachers¿ best, the social group (parents and students) demanding for the teachers¿ best and the chances the students had in being approved, among others. The official program of the test was used to guide the teaching/learning of these scenarios. This study offers a theoretical contribution when it helps us understand a bit more about the washback effect; methodological contribution due to the research design which is innovative and broad and, finally, a practical contribution because it intends to offer a set of information which can give support to the teaching and evaluation of the English discipline in high schools
Doutorado
Lingua Estrangeira
Doutor em Linguística Aplicada
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Avena, Cláudio Pondé. "Acesso ao ensino superior e desempenho acadêmico: evidências a partir da Universidade Federal da Bahia." reponame:Repositório Institucional da UFBA, 2007. http://www.repositorio.ufba.br/ri/handle/ri/11815.
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O acesso democrático ao ensino superior público deve ser uma meta almejada pela sociedade brasileira por uma questão de justiça social. Movido por isto, neste estudo objetiva-se verificar se o vestibular da Universidade Federal da Bahia é um mecanismo de seleção que acaba por perpetuar a condição sócio-econômica do candidato ao vestibular. Em outras palavras, faz-se a hipótese de que o candidato de posição socioeconômica menos (mais) elevada, seja porque dispõe de menos (mais) tempo para estudar, a renda familiar é mais (menos) baixa e/ou a educação dos pais é menor (maior), além de outras variáveis de controle, realiza uma auto-seleção, excluindo-se dos cursos de maior (menor) prestígio. Metodologicamente o trabalho se baseia em modelos matemáticos e econométricos inéditos distribuídos em duas etapas: na primeira, estimam-se as demandas agregadas pelos cursos da Universidade e, na segunda, se desenvolvem dois modelos: um teórico sobre o comportamento do vestibulando em termos da escolha do curso, sendo esta escolha influenciada pela sua demanda, e um empírico de função de produção educacional derivado do modelo teórico. A demanda pelos cursos, portanto, é o elo de ligação entre as duas etapas. Este trabalho é uma contribuição original para a literatura brasileira do vestibular pelas seguintes razões: 1) inova-se ao abordar a temática da seletividade social do vestibular por meio de modelos microeconômicos expressos matematicamente que estabelecem o arcabouço para a análise estatística realizada; 2) inova-se também ao integrar o mercado de trabalho com o acesso ao ensino superior por meio dos dados da Pesquisa de Emprego e Desemprego da Região Metropolitana de Salvador (PED-RMS), o que proporciona uma análise rica e sistemática sobre o tema da seletividade social do vestibular; 3) utilizam-se o escore do curso como sendo o escore esperado pelo candidato, além de o tempo de estudo como um recurso econômico que discrimina a escolha do curso superior; 4) o uso da Econometria reforça os resultados encontrados na medida em que é uma técnica que permite o controle simultâneo de múltiplas variáveis que afetam o desempenho acadêmico. As conclusões corroboram a hipótese de que se perpetua a condição social do candidato e reproduz-se a estrutura econômico-social. Com efeito, evidenciam-se as desvantagens do candidato mais pobre por meio dos seguintes aspectos. Observa-se que a renda e a sua variação afetam, de forma diferenciada, o desempenho acadêmico, favorecendo a quem é mais rico e prejudicando a quem é mais pobre. Ademais, para igual redução nas horas de estudo (ou aumento de horas trabalhadas), a redução no desempenho no vestibular é maior quanto menor o nível socioeconômico. Os cálculos de elasticidades também evidenciam as grandes vantagens comparativas dos mais aquinhoados financeiramente. Os cálculos de produtividade do tempo de estudo mostram que para cada hora adicional de estudo, o candidato de maior nível de renda familiar obtém um incremento cerca de duas vezes maior no escore do que o candidato de menor renda. Como conseqüência, os custos educacionais dos mais ricos são menores do que os dos mais pobres. Isto revela a importância de que se adotem políticas públicas que promovam o aumento do estoque de capital dos mais carentes e, como resultado, se obtenha uma maior equalização nesses custos de modo a se promover uma maior equidade no acesso ao ensino superior.
Salvador
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Arima, Jeanete Akemi. "Requisitos para a leitura do enunciado da prova de redação de vestibular." Universidade de Taubaté, 2008. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=377.
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Nos últimos cinco anos, os vestibulares das conceituadas universidades públicas paulistas, como a UNESP, USP e UNICAMP, têm exigido dos candidatos proficiência em leitura, em especial, nas provas de redação. Nas proposições dessas provas, são oferecidos, aos candidatos, fragmentos de textos verbais (excertos), dos quais, devem-se abstrair o tema (ou o contexto) ou é oferecida uma coletânea de excertos de textos, dos quais os alunos devem fazer uso para a produção de suas redações. Em minhas atividades como professora plantão de Redação no ensino médio e curso pré-vestibular, observei que os usos da coletânea integrante do enunciado de provas de Redação são feitos de maneiras variadas e, muitas vezes, insuficientes ou não adequadas. Considerando-se que capacitar o aluno a interpretar diferentes textos que circulam socialmente é uma das atribuições da escola e que essa habilidade é um requisito para a execução de provas de redação em vestibulares, esta pesquisa tem como objetivo geral analisar: a) os editais e b) os enunciados (proposição e coletânea) das provas de redação aplicadas nos vestibulares 2007 da UNESP, UNICAMP e USP. O corpus de análise é composto por enunciados de três provas de redação (dissertação). Os resultados finais da análise indicam que todos os conhecimentos exigidos para a execução das provas foram previamente explicitados nos editais; as provas apresentaram graus de complexidades diferentes, além de exigir conhecimento de diversas áreas do saber.Since last five years, the most known São Paulo universities entrance examination as UNESP, USP and UNICAMP have required reading proficiency, specially in writing task. Those tasks offer to the candidates verbal text fragments and they have to infer the theme (or the context) or it is offered to them a set of text fragments extracted from different sources that has to be used in their compositions. In my activities as writing attendance teacher in high school level, I have observed that the set of text the students have to use in their compositions has been used by different ways and, frequently, in insufficient and inappropriate way. Considering that leading students to interpret different kind of texts is one of the school maim role and that the reading comprehension ability is the basic requirement for text production examination, this study assumes as main purpose analyzing: a) announcement, b) text production examination writing task (proposition and the set of texts), carried on by UNESP, USP and UNICAMP, in 2007. The data were composed by three writing task (dissertation). The results have shown that: a) each writing task was elaborated in accordance to the announcement spread by the university; b) the writing task required several scientific areas knowledge.
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Saliba, Alcyone Baker Paul J. "The vestibular examination and access to higher education in Brazil evidence from Brasilia /." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101125.
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Thesis (Ph. D.)--Illinois State University, 1990.Title from title page screen, viewed November 14, 2005. Dissertation Committee: Paul Baker (chair), Kenneth Berk, John McCarthy, George Padavil, Antonio G. Pereira. Includes bibliographical references (leaves 226-228) and abstract. Also available in print.
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Flores, Franciele da Trindade. "EQUILÍBRIO CORPORAL DE INDIVÍDUOS COM DOENÇA DE PARKINSON." Universidade Federal de Santa Maria, 2009. http://repositorio.ufsm.br/handle/1/6445.
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Body balance is the ability people have to keep themselves erect or to perform
acceleration movements and rotation without oscillation or fall. Balance alterations can
happen due to a problem in one or more of the systems and then the person complain of
imbalance. Parkinson s disease (PD) can be included among the multiple causes that lead to
changes in body balance, considering that this disease is defined as a progressive
neurological disorder, essentially with motor symptoms. The alterations in body balance
cause resting tremor, rigidity, akinesia, failure of postural reflexes and walking and balance
instability, among others. Thus, because of the close relationship between Parkinson's
disease and vestibular and body balance changes, this study aims at evaluating body
balance in Parkinson s patients. The study group contained twelve participants with
Parkinson s disease, from the neurology sector at the University Hospital in Santa Maria.
They were assessed based on anamnesis, static and dynamic balance tests, coordination,
dynamic posturography and vestibular test. In order to compare the results from the dynamic
posturography, there was a paired control group. Results: The main vestibular problems by
Parkinson s patients were: balance problems (100,00%), dizziness (75,00%), imbalance
while walking (75,00%), gait deviation (50,00%), tendency to fall (41,66%), vertigo (25,00%)
and instability (25,00%); besides this, tremor (100,00%), rigidity and difficulty with
movements (83,33%), problems to begin movements and problems with the gait(100,00%).
Significant changes were found in Romberg-Barré, Untemberg and Walking tests, and there
were 6 cases with normal vestibular examination, 4 with central vestibular syndrome and 2
cases of peripheral vestibular syndrome. In the dynamic posturography, it was verified
balance instability if compared to the control group in terms of the Sensory Organization Test
(SOT), in the average and the use of the vestibular system. Conclusion: The main vestibular
complaints from Parkinson s patients are problems with balance, dizziness, imbalance while
walking, gait deviation, tendency to fall, vertigo and instability. The dynamic posturography
was more accurate to detect alterations in body balance than the vectoelectronistagmography.O equilíbrio corporal é a capacidade do ser humano de manter-se ereto ou executar movimentos de aceleração e rotação do corpo sem oscilação ou queda. As alterações do equilíbrio podem ocorrer devido a alguma falha em um ou mais dos sistemas, levando o indivíduo a se queixar de desequilíbrio corporal. A doença de Parkinson (DP) pode estar entre as múltiplas causas que ocasionam alterações no equilíbrio corporal, a qual é definida como uma afecção neurológica progressiva, caracterizada essencialmente por sintomas motores. As decorrentes alterações no controle motor tornam-se notáveis, resultando em tremor de repouso, rigidez, acinesia, alteração dos reflexos posturais e distúrbios do equilíbrio e marcha, dentre outros sintomas. Desta forma, tendo em vista a estreita relação entre doença de Parkinson e as alterações vestibulares e do equilíbrio corporal, justifica-se a realização deste estudo, que tem como objetivo avaliar o equilíbrio corporal de indivíduos parkinsonianos. O grupo de estudo foi formado por doze indivíduos com diagnóstico de doença de Parkinson, atendidos no setor de Neurologia do Hospital Universitário de Santa Maria. Os parkinsonianos foram avaliados em função dos relatos da anamnese e achados na avaliação do equilíbrio estático e dinâmico, coordenação dos movimentos, posturografia dinâmica e exame vestibular. Para comparar os resultados da posturografia dinâmica foi utilizado um grupo controle pareado. Resultados: As principais queixas vestibulares relatadas por indivíduos portadores de doença de Parkinson foram: problemas com equilíbrio (100,00%), tontura (75,00%), perda do equilíbrio ao caminhar (75,00%), desvio na marcha (50,00%), tendência a cair (41,66%), vertigem (25,00%) e instabilidade (25,00%); acompanhados de tremor (100,00%), rigidez e dificuldade em realizar os movimentos (83,33%), dificuldade em iniciar os movimentos e na marcha (100,00%). Foram encontradas alterações significativas nas provas de Romberg-Barré, Untemberg e Marcha e seis casos apresentaram exame vestibular normal, quatro síndrome vestibular central e dois síndrome vestibular periférica. Na posturografia dinâmica verificou-se alteração no equilíbrio quando comparados ao grupo controle em todos os testes de organização sensorial, na média e na utilização do sistema vestibular. Conclusão: As principais queixas vestibulares relatadas por indivíduos portadores de doença de Parkinson são problemas com equilíbrio, tontura, perda do equilíbrio ao caminhar, desvio na marcha, tendência a cair, vertigem e instabilidade. Pacientes parkinsonianos apresentam alteração do equilíbrio corporal sendo que a posturografia dinâmica mostrou-se mais sensível para detectar as alterações de equilíbrio do que a vectoeletronistagmografia.
Books on the topic "Vestibular examinations"
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Júnior, José Ribeiro. História no vestibular da Unesp, 1990-2000. São Paulo: Fundação Vunesp, 2002.
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Vanni, Carlos Felício. O vestibular na UNESP: 1981-1990. [São Paulo, Brazil]: Fundação Vunesp, 1998.
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Motoyama, Shozo. FUVEST: 30 anos da Fundação Universitária para o Vestibular. São Paulo, SP, Brasil: Edusp, 2007.
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Jardim, Cila Maria. A literatura portuguesa no vestibular da Unesp, 1994-1998: Um diagnóstico e uma reflexão. São Paulo: Fundação Vunesp, 2000.
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Samara, Eni de Mesquita. 30 anos de FUVEST: A história do vestibular da Universidade de São Paulo, 1976-2006. São Paulo, SP, Brasil: EDUSP, 2007.
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Daghlian, Carlos. A língua inglesa no vestibular da Unesp: Uma interpretação qualitativa das provas de inglês de 1981 a 2000. São Paulo: Fundação Vunesp, 2001.
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Nuwer, Marc R. Evoked Potentials. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199341016.003.0009.
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Visual evoked potentials, brainstem auditory evoked potentials, and somatosensory evoked potentials are established clinical tests that are useful for the diagnosis of multiple sclerosis. Motor evoked potentials, cognitive event-related potentials, and vestibular evoked potentials also are used clinically to test additional pathways and functions. These objective, reproducible tools can identify clinically silent lesions, predict clinical deterioration risk, and localize levels of impairment. They differ from magnetic resonance imaging in that they assess function rather than anatomy and thereby fill a complementary role in clinical care. They also are useful in therapeutic trials because they can predict outcomes in parallel with, or earlier than, clinical examinations.
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Luxon, Linda. Vertigo and imbalance. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780198569381.003.0325.
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The mechanism for maintaining balance in man is complex. Vision, proprioception, and vestibular inputs are integrated in the central nervous system, and modulated by activity from the cerebellum, the extrapyramidal system, the reticular formation, and the cortex. This integrated, modulated information provides one mechanism for control of oculomotor activity, controls posture, gait, and motor skills and allows perception of the head and body in space. Recent evidence also supports an effect upon autonomic function, cognition, and emotion. The complexity of the system is such that pathology in a variety of different bodily systems, including the endocrine system, the cardiovascular system, and the haemopoietic system, can impact upon vestibular activity, in addition to primary otological and neurological pathology.Patients with dysfunction in the vestibular end-organs or vestibular pathways commonly complain of symptoms of dizziness, vertigo, unsteadiness, light-headedness, imbalance, and a plethora of synonyms associated with a sense of instability. Not infrequently, in an attempt to define their ‘unphysiological’ experience, patients use rather vague and imprecise semantics. The clinical distinction between dizziness, a symptom of non-specific pathological significance, and vertigo, a hallucination or illusion of movement, is rarely made, although the latter is a cardinal manifestation of a disorder of the vestibular system (Dix 1973). Ten to 20 per cent of all ‘dizzy’ patients are reportedly seen in neurology clinics (Dieterish 2004), therefore it behoves the neurologist to have a clear diagnostic strategy, including knowledge of detailed neuro-otological examination, to enable appropriate diagnosis and management of the patient with vestibular symptoms.
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Baloh, Robert W. Bárány’s Test Battery and the First Description of Benign Paroxysmal Positional Vertigo. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190600129.003.0011.
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Robert Bárány developed an extensive battery of clinical tests of the vestibular system, most of which he outlined in his 1907 book on the physiology and pathology of the vestibular system. The basic concepts of his examination were to use the oculomotor responses (nystagmus) and postural responses (balance and past-pointing) to determine the functional status of the inner ear. Most of his work on the vestibular system was published in Vienna prior to his move to Uppsala, Sweden, after World War I. In Uppsala, he described several surgical techniques, including an operation to produce a fistula in the wall of the horizontal semicircular canal to improve hearing in patients with otosclerosis. Probably the most important article he wrote while in Uppsala was a paper published in 1921 describing a young woman with positional vertigo and nystagmus. This was the first detailed description of nystagmus associated with benign paroxysmal positional vertigo.
Book chapters on the topic "Vestibular examinations"
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Versino, Maurizio, Roberto De Icco, and Silvia Colnaghi. "Bedside Vestibular Examination." In Advanced Technologies for the Rehabilitation of Gait and Balance Disorders, 83–94. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72736-3_5.
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Killeen, Daniel E., Brandon Isaacson, and J. Walter Kutz. "History and Physical Examination of the Dizzy Patient." In Diagnosis and Treatment of Vestibular Disorders, 27–44. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-97858-1_3.
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Kamei, T. "Two Forms of Head-Shaking Tests in Vestibular Examination." In From Neuron to Action, 185–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-662-02601-4_23.
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Tanaka, Toshiyuki, Kaori Hara, Yumiko Hata, and Takanobu Kunihiro. "Volume Analysis and Examination of Parameters of the Tumor Diameter by Three-dimensional Reconstruction of Vestibular Schwannomas." In Acoustic Neuroma, 63–70. Tokyo: Springer Japan, 2003. http://dx.doi.org/10.1007/978-4-431-53942-1_12.
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Narayanan, Prepageran, and Philip Devesahayam. "Vestibular System." In Vertigo: Clinical Practice and Examination, 4. Jaypee Brothers Medical Publishers (P) Ltd., 2013. http://dx.doi.org/10.5005/jp/books/11751_3.
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Leigh, R. John, and David S. Zee. "Diagnosis and Management of Vestibular Disorders." In The Neurology of Eye Movements, 769–835. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199969289.003.0012.
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This chapter reviews clinical features of eye movement disorders associated with vestibular disorders. The clinical history and examination are reviewed, pointing our key symptoms and signs (with illustrative video cases), for example, in distinguishing vertigo due to stroke from peripheral vestibular disease. Acute vertigo is discussed, including forms due to infections, trauma, and toxins as well as Tullio phenomenon, fistula, canal dehiscence. Recurrent vertigo is reviewed, including Ménière’s syndrome, otosclerosis, inflammatory disorders, migraine, vascular disorders, and epilepsy. The mechanism of hyperventilation-induced vertigo and nystagmus is discussed. Posturally induced vertigo is reviewed, detailing features and treatment of benign paroxysmal positional vertigo (BPPV), and central causes of positional vertigo. The symptom of oscillopsia is reviewed, whether due to an abnormal vestibulo-ocular reflex or paresis of extraocular muscles, or due to nystagmus and other abnormal eye movements. Finally, the topological diagnosis and pathogenesis of skew deviation and the ocular tilt reaction are discussed.
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Narayanan, Prepageran, and Philip Devesahayam. "Peripheral Vestibular Disorders." In Vertigo: Clinical Practice and Examination, 10. Jaypee Brothers Medical Publishers (P) Ltd., 2013. http://dx.doi.org/10.5005/jp/books/11751_5.
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Narayanan, Prepageran, and Philip Devesahayam. "Central Vestibular Disorders." In Vertigo: Clinical Practice and Examination, 20. Jaypee Brothers Medical Publishers (P) Ltd., 2013. http://dx.doi.org/10.5005/jp/books/11751_6.
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"Vestibular Examination and Investigation." In Bullet Points in ENT, edited by Carl Philpott, Peter Tassone, and Matthew Clark. Stuttgart: Georg Thieme Verlag, 2014. http://dx.doi.org/10.1055/b-0034-97629.
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Zapala, David A., and Robert H. Brey. "Vertigo and Balance." In Clinical Neurophysiology, 575–612. Oxford University Press, 2009. http://dx.doi.org/10.1093/med/9780195385113.003.0034.
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This chapter has summarized five clinically available electrophysiologic measures for patients who complained of vertigo and imbalance. These measures will seldom provide a diagnosis. Careful history and physical examination, coupled with an understanding of vestibular anatomy, physiology, and pathophysiology, remain the bedrock for diagnosing problems of vertigo and imbalance. The electrophysiologic measures described in this chapter are merely extensions of the physical examination. Test data cannot be interpreted effectively without the same understanding of vestibular anatomy, physiology, and pathophysiology that underpins the initial history and physical examination.
Conference papers on the topic "Vestibular examinations"
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Liuqing Tang and Qiang Li. "The Clinical Application of High-resolution MR examination for sensorineural deaf children vestibular cochlear nerve." In 2016 9th International Congress on Image and Signal Processing, BioMedical Engineering and Informatics (CISP-BMEI). IEEE, 2016. http://dx.doi.org/10.1109/cisp-bmei.2016.7852805.
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