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排序方式: 共有830条查询结果,搜索用时 15 毫秒
811.
812.
Massimo Daves Andrea Piccin Vincenzo Roccaforte Giuseppe Lippi 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(3)
IntroductionThe measurement of serum free light chain (FLC) represents a fundamental aspect on the assessment of patients with monoclonal gammopathies (MG). Different analytical methods for FLC have become available with the possibility to obtain different value with a substantial impact on the assessment of patients with MG. This study aimed to evaluate FLC results obtained with two different assays and how the difference value obtained can impact in the patient’s assessment.Materials and methodsNinety-three patient serum samples that underwent analysis for FLC with two different methods, Serum Freelite (The Binding Site, Birmingham, UK) and N-Latex FLC (Siemens, Marburg, Germany), were included in this retrospective study. Statistical analysis was performed to evaluate correlation, difference, and the grade of concordance between the results obtained with the two methods.ResultsSignificant statistical differences between the results obtained from the two methods were found (P < 0.05). A good correlation was found (0.99 for κ FLC, 0.95 for λ FLC, and 0.94 for the κ/λ ratio, respectively). We found a weighted kappa value of 0.65 for κ/λ ratio, 0.65 for λ FLC and 0.90 for κ FLC. A positive bias found with the Bland-Altman plot mirrors overestimation of κ FLC and κ/λ ratio with Freelite compared to N-Latex, whilst a negative bias underscores underestimation of λ FLC by Freelite compared to N-Latex.ConclusionAlthough in general the concordance between Freelite and N-Latex appears satisfactory, several discrepancies could be evidenced and consequently the two assays are not interchangeable. 相似文献
813.
Higher education systems in competitive environments generally present top universities, that are able to attract top scientists, top students and public and private financing, with notable socio-economic benefits in their region. The same does not hold true for non-competitive systems. In this study we will measure the dispersion of research performance within and between universities in the Italian university system, typically non-competitive. We will also investigate the level of correlation that occurs between performance in research and its dispersion in universities. The findings may represent a first benchmark for similar studies in other nations. Furthermore, they lead to policy indications, questioning the effectiveness of selective funding of universities based on national research assessment exercises. The field of observation is composed of all Italian universities active in the hard sciences. Research performance will be evaluated using a bibliometric approach, through publications indexed in the Web of Science between 2004 and 2008. 相似文献
814.
Over the past decade, national research evaluation exercises, traditionally conducted using the peer review method, have begun opening to bibliometric indicators. The citations received by a publication are assumed as proxy for its quality, but they require standardization prior to use in comparative evaluation of organizations or individual scientists: the citation data must be standardized, due to the varying citation behavior across research fields. The objective of this paper is to compare the effectiveness of the different methods of normalizing citations, in order to provide useful indications to research assessment practitioners. Simulating a typical national research assessment exercise, he analysis is conducted for all subject categories in the hard sciences and is based on the Thomson Reuters Science Citation Index-Expanded®. Comparisons show that the citations average is the most effective scaling parameter, when the average is based only on the publications actually cited. 相似文献
815.
816.
Fuchs LS Fuchs D Hamlet CL Powell SR Capizzi AM Seethaler PM 《Journal of learning disabilities》2006,39(5):467-475
The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that math CAI was effective in promoting addition but not subtraction number combination skill and that transfer to arithmetic story problems did not occur. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provide the basis for additional work with larger samples. 相似文献
817.
Andrea D. Ellinger 《Performance Improvement Quarterly》2003,16(1):5-28
Proponents of the learning organization acknowledge that leaders and managers must assume roles as coaches in organizations that aspire to become learning organizations. The concept of the manager as coach is becoming increasingly popular as a way to facilitate learning and improve employee performance. Yet, despite the research that has been done on coaching, studies generally focus on characteristics of good coaches, requisite coaching skills, and employees' perceptions of the improvement in managers' coaching skills following such training programs. This article describes some of the findings from a larger qualitative critical incident study. Specifically, the triggers for coaching and the outcomes of coaching interventions for the individual employee, manager, and organization are examined and reported here. This study identifies gaps and discrepancies, political, and developmental issues as the primary triggers for coaching. Additionally, this study suggests that managers' commitment to coaching has the potential to impact performance at the individual employee, manager, and organizational level. 相似文献
818.
819.
Joanne Brownlee Barry Dart Gillian Boulton‐Lewis Andrea McCrindle 《Asia-Pacific Journal of Teacher Education》1998,26(2):107-120
Preservice teacher education students are likely to have acquired naive beliefs about learning and teaching, that need to be integrated with theoretically informed beliefs, if they are to function effectively in classrooms. This study explored the nature of such integration using a sample of Graduate Diploma in Education students engaged in an educational psychology subject which was designed to help students develop constructivist beliefs and approaches to learning. Investigation of students’ journal entries, written statements, and stimulated recall interviews related to videotaped practice teaching sessions, revealed that students were able to integrate prior beliefs with the theoretical content of the course, enabling them to describe, and in some cases, evidence informed conditional knowledge. 相似文献
820.
Andrea C. Young Robert A. Reiser Walter Dick 《Educational technology research and development : ETR & D》1998,46(2):65-78
The purpose of this study was to examine the extent to which a group of superior elementary and secondary school teachers
employed systematic instructional planning practices. The research method employed was a multicase design in which nine teachers
(five secondary and four elementary) from a single school district were studied. Qualitative data in the form of written surveys
and face-to-face interviews were collected and analyzed. Results revealed that most of the teachers' planning activities centered
around six types of decisions. When the teachers' planning activities were compared with a systematic approach to instructional
planning, the two approaches were found to be different in several important ways: the teachers did not place much emphasis
on specifying objectives, creating objectives-based tests, or making other instructional decisions in light of objectives.
Implications for teaching preservice teachers about systematic planning are discussed.
The authors would like to thank the nine teachers who participated in this study, and Julia O'Brien, who helped to conduct
it. 相似文献