Recommendations for the application and follow-up of quality controls in medical laboratories     

Jean-Marc Giannoli  Stphanie Albarede  Thierry Avellan  Jean-Pierre Bouilloux  Rgine Cartier  Richard Cohen  Nathalie Colard  Luc Essemilaire  Jean-Louis Galinier  Mathieu Kuentz  Mickaël Paris  Henri Portugal  Florian Scherrer  Jean-Pascal Siest  Anne Vassault  Jean-Michel Vialle 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(2)

This is a translation of the paper “Recommendations for the application and follow-up of quality controls in medical biology laboratories” published in French in the journal Annales de Biologie Clinique (Recommandations pour la mise en place et le suivi des contrôles de qualité dans les laboratoires de biologie médicale. Ann Biol Clin (Paris). 2019;77:577-97.). The recommendations proposed in this document are the result of work conducted jointly by the Network of Accredited Medical Laboratories (LABAC), the French Society of Medical Biology (SFBC) and the Federation of Associations for External Quality Assessment (FAEEQ). The different steps of the implementation of quality controls, based on a risk analysis, are described. The changes of reagent or internal quality control (IQC) materials batches, the action to be taken in case of non-conform IQC results, the choice of external quality assessment (EQA) scheme and interpretation of their results as well as the new issue of analyses performed on several automatic systems available in the same laboratory are discussed. Finally, the concept of measurement uncertainty, the robustness of the methods as well as the specificities of near-patient testing and rapid tests are described. These recommendations cannot apply for all cases we can find in medical laboratories. The implementation of an objective alternative strategy, supported with documented evidence, might be equally considered.  相似文献   

Family involvement in the education of potential drop‐out children: a comparative study between Spain and Cyprus     

Raquel‐Amaya Martínez‐González  Loizos Symeou  Lucía Álvarez‐Blanco  Eleni Roussounidou  Jesús Iglesias‐Muñiz  María‐Auxiliadora Cao‐Fernández 《教育心理学》2008,28(5):505-520

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Environnements Informatisés et Mathématiques: quels usages pour quels apprentissages?     

Luc Trouche 《Educational Studies in Mathematics》2004,55(1-3):181-197

Mathematics, seen as a model of pure science, often conveys the image of a science constructing itself in quite poor technological environments; it nevertheless develops by elaborating (and by exploiting) powerful material and symbolic tools. Actually mathematics teaching is closer to this image of mathematics than to mathematical practice: its goal seems to transmit a form of culture rather than efficient computation tools and theoretical means of their control (Kahane, 2002). This situation is viable if the tools can be held at distance, outside the classroom; it is no longer viable when computation tools (essentially calculators) are imported by students themselves inside the classroom and integrated into their mathematical practice. Thus established conflict between the social legitimacy of these tools and their school illegitimacy (Chevallard, 1992) deeply destabilises mathematics teaching itself. We present here a general framework to think about the integration of the tools in the teaching and learning of mathematics. More precisely, we propose:

1. A theoretical approach, which allows us to understand the influence of tools on human activity and in particular on professional and school education processes;
2. An analysis of computerized learning environments, which shows the importance of students' control of their own activity;
3. Some elements that help to think about the temporal and spatial organization of study in such environments and to guide students' activity;
4. A reflection about the conception of pedagogical resources, which is all the more necessary if one wants to facilitate an evolution of teachers' practices.

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Personal metaphors of prospective secondary economics and science teachers     

Lucía Mellado  María Luisa Bermejo 《Asia-Pacific Journal of Teacher Education》2012,40(4):395-408

Using the responses to open questions, this qualitative study examines the personal metaphors expressed by prospective secondary education teachers, 46 science graduates and 41 economics graduates. The metaphors are classified into the four categories of Leavy, McSorley, and Boté: the behaviourist/transmissive, the cognitivist/constructivist, the situative, and the self-referential. The results showed most metaphors to fall into the behaviourist/transmissive category, followed by the cognitivist/constructivist, self-referential, and situative categories, although some teachers expressed metaphors framed in more than one category. Of the 129 metaphors detected in the study, only one, of a chemistry graduate concerning the equilibrium between reactants, was associated with the prospective teachers' specific undergraduate education. The rest were expressions of their overall vision of teaching and learning, regardless of the speciality.  相似文献   

Interventions in general education for students with disabilities: a systematic review     

Enid Reichrath  Luc P. de Witte  Ieke Winkens 《International Journal of Inclusive Education》2013,17(6):563-580

Implementing effective interventions in general education increases the chances of success for students with disabilities. Often the effectiveness of interventions is not known. The aim of this review was to investigate what interventions are used in general education and what is known about their effectiveness so that educational institutions can exchange best practices and students with disabilities have better opportunities for successful participation in general education. A systematic literature search was conducted in four databases. Three investigators assessed the relevance of the studies identified. In only half of the studies is information on the effectiveness of interventions reported. Due to enormous variety in the types of interventions, effect measures, disability groups, and focus on different types of education, we chose to focus on reading interventions for improving the reading skills of students with reading and/or learning disabilities. Other interventions are shortly mentioned. All of the eight reading interventions found seem to have positive influences on reading skills. However, the methodological quality in some studies was low. Still, recommendations for actual interventions in general education are made. Measuring the effectiveness of interventions systematically and publishing the information helps others to implement effective interventions without having to reinvent them.  相似文献   

Modelling training response in elite female gymnasts and optimal strategies of overload training and taper     

Anthony M. J. Sanchez  Olivier Galbès  Frédérique Fabre-Guery  Luc Thomas  Aymeric Douillard  Guillaume Py 《Journal of sports sciences》2013,31(14):1510-1519

Abstract

The aim of the study is the modelling of training responses with a variable dose-response model in a sport discipline that requires highly complex coordination. We propose a method to optimise the training programme plan using the potential maximal performance gain associated with overload and tapering periods. Data from five female elite gymnasts were collected over a 3-month training period. The relationship between training amounts and performance was then assessed with a non-linear model. The optimal magnitude of training load reduction and its duration were investigated with and without an overload period using simulation procedures based on individual responses to training. The correlation between actual and modelled performances was significant (R ² = 0.81 ± 0.02, P < 0.01). The standard error was 2.7%. Simulations revealed that taper preceded by an overload period allows a higher performance to be achieved compared to an absence of overload period (106.3 ± 0.3% vs. 105.1 ± 0.3%). With respect to the pre-taper load, the model predicts that optimal load reductions during taper were 48.4 ± 0.7% and 42.5 ± 1.0% for overloading and non-overloading strategies, respectively. Moreover, optimal durations of the taper period were 34 ± 0.5 days and 22 ± 0.5 days for overloading and non-overloading strategies, respectively. In conclusion, the study showed that the variable dose-response model describes precisely the training response in gymnasts.  相似文献   

The impact of concept mapping and visualization on the learning of secondary school chemistry students   总被引：1，自引：0，他引：1  

Ludo Brandt  Jan Elen  Jacqueline Hellemans  Luc Heerman  Ina Couwenberg  Liesbeth Volckaert 《International Journal of Science Education》2013,35(12):1303-1313

The aim of this study was to examine whether the construction of integrated knowledge structures by students can be stimulated by concept mapping and by better visualization of concepts and their interrelationships. The investigation was carried out in regular teaching settings: chemistry courses in secondary schools in Flanders, in the domain of electrochemistry. A significant positive effect of extra attention to visualization on the learning achievement of students was found. However, significant effects of concept mapping as an instruction method could not be detected under the given research conditions.  相似文献   

Development and validation of an inventory to assess conflict in sport teams: the Group Conflict Questionnaire     

Kyle Paradis  Albert Carron  Luc Martin 《Journal of sports sciences》2014,32(20):1966-1978

Abstract

The purpose of the study was to develop and validate a conceptually and psychometrically sound conflict questionnaire for sport. The development process involved 3 phases: (a) a qualitative phase, (b) a content and factorial validity phase and (c) a construct validity phase. A total of 50 items were generated and sent to 6 experts to determine content validity. Through this process, 25 items were retained and administered to a sample of athletes (n = 437) to determine factorial validity. Based on these results, a second sample (n = 305) was administered the 14-item version of the Group Conflict Questionnaire along with the Group Environment Questionnaire, the Athlete Satisfaction Questionnaire and the Passion Scale to test convergent, discriminant and known-group difference validity. Cross-validation from both samples via confirmatory factor analysis yielded moderate-to-acceptable model fit, thus supporting factorial validity for the 14-item version. Additionally, initial support for convergent validity and known-group difference validity and partial support for discriminant validity were found. A sport-specific conflict questionnaire is now available for researchers to utilise. Results and research implications are discussed.  相似文献   

Sport,Technique and Violence: The Technical Modes for Generating Sport Violence     

Luc Robène  Dominique Bodin 《国际体育史杂志》2014,31(16):2034-2058

Norbert Elias makes technical progress one of the markers of the state of civilisation. It is from this viewpoint that we would like to return to the question of sport, a fundamental part in Elias' civilising process, which also constitutes, a contrario, one of the most ambiguous aspects of ‘technical progress’ and its relation to violence, to the articulation of a double abuse of instrumental rationality. On the one hand the infinite improvement of human possibilities (records, performance) which leads to the recognised risks of exploitation and the ultra-sophisticated controlling of athletes (extreme pressure, over-training) as a corollary of the temptation to over-stimulate athletic potential as a result of the uncontrolled use of victory techniques (cheating, doping, violence). On the other hand, the stakes involved in the production of a vast spectacle with ideological, sociopolitical and socio-economic overtones which lead to technological manipulations. Both these tendencies overlap, and furthermore cannot be isolated from, a more general context of the technification of the social, at the heart of which instrumental rationality constitutes the first example of violence. This three-fold observation constitutes the basis of the argument set out in this paper.  相似文献   

Sport,Prison, Violence: On Imprisonment and Confinement Conditions – ‘French Prison Sport’ and the Instruments of the World's Good Conscience     

Luc Robène  Dominique Bodin 《国际体育史杂志》2014,31(16):2059-2078

In France today, sport is considered to be a fundamental element of the educational offer in the prison environment, especially because it represents in the eyes of the majority an activity that is capable of channelling violence and violent behaviours, although this exemplary effect of education cannot be taken for granted. It is based, in fact, on a commonly accepted opinion and on evidence that is rarely questioned and is even contradicted in recent studies. But can sport, as a more or less formalised pedagogical, institutional and/or sociopolitical project, continue to be ‘educational’ in particular social spaces, like prison, which in essence distorts the conditions of unconstrained free practice and cultural dissemination? Starting from a case study, focused on France, the aim of this paper is to question the relation of sport with the calming qualities and/or, on the contrary, those that produce force fields, not by isolating it and constructing an improvised model but rather by re-inserting it into the issue of pacifying social fields, that is by re-integrating sports practice in the very place which gives it a sense and literally one which incarnates a motor praxeology with constraints – not to say control.  相似文献