Current status of the lateral flow immunoassay for the detection of SARS-CoV-2 in nasopharyngeal swabs     

Anita Somborac Ba ura  Marija Doroti&#x;  Leonarda Gro&#x;i&#x;  Monika Dimbeg  Slavica Dodig 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(2)

Early detection of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and diagnosis of coronavirus disease 2019 (COVID-19) are priorities during the pandemic. Symptomatic and suspected asymptomatic individuals should be tested for COVID-19 to confirm infection and to be excluded from social interactions. As molecular testing capacity is overloaded during the pandemic, rapid antigen tests, such as lateral flow immunoassays (LFIAs), can be a useful tool as they allow greater test availability and obtain results in a very short time. This short review aims to present the analytical properties of LFIAs in the detection of SARS-CoV-2 in nasopharyngeal swabs. Lateral flow immunoassay is a method that combines thin-layer chromatography and indirect immunochemical sandwich method and allows the detection of a specific SARS-CoV-2 antigen in nasopharyngeal swabs. Swab specimens should be adequately collected and tested as soon as possible. Users should pay attention to quality control and possible interferences. Antigen tests for SARS-CoV-2 show high sensitivity and specificity in cases with high viral loads, and should be used up to five days after the onset of the first symptoms of COVID-19. False positive results may be obtained when screening large populations with a low prevalence of COVID-19 infection, while false negative results may happen due to improper specimen collection or insufficient amount of antigen in the specimen. So as to achieve reliable results, a diagnostic accuracy study of a specific rapid antigen test should be performed.  相似文献   

Discriminative probabilistic models for expert search in heterogeneous information sources     

Yi Fang  Luo Si  Aditya P. Mathur 《Information Retrieval》2011,14(2):158-177

In many realistic settings of expert finding, the evidence for expertise often comes from heterogeneous knowledge sources. As some sources tend to be more reliable and indicative than the others, different information sources need to receive different weights to reflect their degrees of importance. However, most previous studies in expert finding did not differentiate data sources, which may lead to unsatisfactory performance in the settings where the heterogeneity of data sources is present. In this paper, we investigate how to merge and weight heterogeneous knowledge sources in the context of expert finding. A relevance-based supervised learning framework is presented to learn the combination weights from training data. Beyond just learning a fixed combination strategy for all the queries and experts, we propose a series of discriminative probabilistic models which have increasing capability to associate the combination weights with specific experts and queries. In the last (and also the most sophisticated) proposed model, the combination weights depend on both expert classes and query topics, and these classes/topics are derived from expert and query features. Compared with expert and query independent combination methods, the proposed combination strategy can better adjust to different types of experts and queries. In consequence, the model yields much flexibility of combining data sources when dealing with a broad range of expertise areas and a large variation in experts. To the best of our knowledge, this is the first work that designs discriminative learning models to rank experts. Empirical studies on two real world faculty expertise testbeds demonstrate the effectiveness and robustness of the proposed discriminative learning models.  相似文献   

Obesity and Abdominal Adiposity in Diabetic Dyslipidemia     

Manisha Sankhla  Keerti Mathur  Jai Singh Rathor  Sushila Gahlot  R. P. Agrawal 《Indian journal of clinical biochemistry : IJCB》2011,26(4):426-427

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Diversifying philosophy: The art of non-domination*     

Monika Kirloskar-Steinbach 《Educational Philosophy and Theory》2013,45(14):1490-1503

Using the example of cross-cultural philosophy’s relation to disciplinary philosophy, this article seeks to think through some of the issues relevant to diversifying philosophy as an academic discipline. Guided by James Tully’s ruminations on non-domination, it attempts to make a case for a practice of philosophy which is more attuned to its social situatedness in a postindustrial, liberal society. Within this context, it argues that disciplinary philosophy must seek to contribute to making meaning of our place in the world.  相似文献   

Implementation of open educational resources in a nursing programme: experiences and reflections     

Marie Elf  Ebba Ossiannilsson  Maria Neljesjö  Monika Jansson 《Open Learning》2013,28(3):252-266

The IMPOER project (implementation of open educational resources, OER) aimed to implement OER in a nursing programme at Dalarna University, Sweden. The university and its nursing programme have long engaged in e-learning, and the nursing programme has recently been awarded the European Association of Distance Teaching Universities E-xcellence Associates Quality Label. The quality award was based on the creation of a roadmap for the continuous development of e-learning and the implementation of OER. The results of the study illustrated that overall, the students and the educators were positive about using OER. They considered that this approach was a new way of learning, and they appreciated the fact that OER were free and easy to access. However, they felt overwhelmed by the amount of material that was available and they were concerned about quality. If the use of OER is to be sustainable, a change in attitudes and practices among students and teachers is likely needed regarding the use of resources on the web.  相似文献   

Neither Cited nor Foundational: Niklas Luhmann’s Ecological Communication; A Critical Exegesis and Some Theoretical Suggestions for the Future of a Field     

Piyush Mathur 《The Communication Review》2013,16(3):329-362

In this paper I critically explicate Niklas Luhmann’s treatise Ecological Communication (1989). Locating this rather neglected treatise against the backdrop of the embryonic and amorphous academic field of environmental (or ecological) communication (EC), I argue that the treatise provides the only comprehensive conceptual definition of ecological or environmental communication—and it thus deserves attention as well as scrutiny. Past my detailed explication of Luhmann’s key concepts, I register my deep disagreements with his philosophy and speculate about why his treatise may have suffered neglect within EC. Briefly mentioning critical traditionalism, I also suggest alternatives to Luhmann’s theoretical framework. I devote the last section of the paper to my vision for the future of EC.  相似文献   

From PISA to national branding: exploring Finnish education®     

Monika Schatz  Ana Popovic  Fred Dervin 《Discourse: Studies in the Cultural Politics of Education》2017,38(2):172-184

Since the recent global paradigm shift in the governance of higher education toward business and marketing, internationally competitive education is increasingly considered as an asset for governments. Consequently, governments started to invest in education branding and marketing their educational systems. In Finland, national interest in education branding rose especially since the country's success in the programme for international student assessment studies created a positive reputation of its basic education. In this article, the authors investigate how this reputation is transformed into a general Finnish education brand, based upon Finland's official Country Brand Report (2010). The governmental discourse on Finnish education reveals a fusion of education and national branding, which is why the authors suggest to discuss the Finnish education brand as Finnish education®. The article provides an analysis of the elements constituting the brand and opens up a critical discussion on the ethics of branding education through cultural and national characteristics.  相似文献   

What do they do all day? Comprehensive evaluation of a full-day kindergarten     

James Elicker  Sangeeta Mathur 《Early childhood research quarterly》1997,12(4):459-480

A comprehensive evaluation of a newly-implemented full-day kindergarten program was carried out over a 2-year period. The evaluation included documentation of program processes and outcomes, viewed from multiple perspectives, using both quantitative and qualitative methods. When compared with children in half-day kindergarten classrooms, children in full-day classrooms spent more time (in absolute and relative terms) engaged in child-initiated activities (especially learning centers), more time in teacher-directed individual work, and relatively less time in teacher-directed large groups. Parents of full-day children expressed higher levels of satisfaction with program schedule and curriculum, citing benefits similar to those expressed by teachers: more flexibility; more time for child-initiated, in-depth, and creative activities; and less stress and frustration. Kindergarten report card progress and readiness for first grade were rated significantly higher for full-day children. This study illustrates the converging validity and richness of evaluation results which are possible when a comprehensive, ecological approach is used.  相似文献   

A response to the generative paradigm     

Atul Mathur 《Journal of Adventure Education & Outdoor Learning》2002,2(2):127-129

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The knowledge work of professional associations: approaches to standardisation and forms of legitimisation     

Monika Nerland  Berit Karseth 《Journal of Education & Work》2015,28(1):1-23

This paper examines how professional associations engage themselves in efforts to develop, regulate and secure knowledge in their respective domains, with special emphasis on standardisation. The general emphasis on science in society brings renewed attention to the knowledge base of professionals, and positions professional bodies as key regulatory agencies. At the same time, knowledge takes distinctive forms in different areas of expertise, and the ‘knowledge work’ of professional associations is embedded in complex settings of actors and interests that need to be negotiated. Based on documents and interviews with core representatives, we examined approaches to standardisation in three associations that represent the main bodies of nurses, teachers and auditors in Norway. The analysis shows that all associations engage themselves in efforts to develop standards for knowledge and professional practice, but that they do so in different ways and with alternative sources of legitimisation. Standardisation is initiated for variegated purposes, and involves the ongoing negotiation of tensions between different concerns. We discuss the approaches taken in relation to conditions for professionalism, and argue that the knowledge work of professional associations is becoming increasingly important in a society where knowledge, as well as the market for professional services, is becoming internationalised.  相似文献