Harmonization of pre-analytical quality indicators     

Mario Plebani  Laura Sciacovelli  Ada Aita  Maria Laura Chiozza 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(1):105-113

Quality indicators (QIs) measure the extent to which set targets are attained and provide a quantitative basis for achieving improvement in care and, in particular, laboratory services. A body of evidence collected in recent years has demonstrated that most errors fall outside the analytical phase, while the pre- and post-analytical steps have been found to be more vulnerable to the risk of error. However, the current lack of attention to extra-laboratory factors and related QIs prevent clinical laboratories from effectively improving total quality and reducing errors. Errors in the pre-analytical phase, which account for 50% to 75% of all laboratory errors, have long been included in the ‘identification and sample problems’ category. However, according to the International Standard for medical laboratory accreditation and a patient-centered view, some additional QIs are needed. In particular, there is a need to measure the appropriateness of all test request and request forms, as well as the quality of sample transportation. The QIs model developed by a working group of the International Federation of Clinical Chemistry and Laboratory Medicine (IFCC) is a valuable starting point for promoting the harmonization of available QIs, but further efforts should be made to achieve a consensus on the road map for harmonization.  相似文献   

面向“卡脖子”问题的知识创新生态系统分析：核心挑战、理论构建与现实路径     

王璐瑶  曲冠楠  Juan Rogers 《科研管理》2022,43(4):94-102

  新形势下,面对关键核心技术“卡脖子”问题的挑战,系统提升我国科技研究的整体水平迫在眉睫。然而,我国现有知识创新生态研究的基本思路仍是以“大学、企业、政府”构成的“三螺旋”框架,无法体现新时代多元化主体、多样化路径、多种创新模式的平行共存与协同演化特征,致使研究者破题“卡脖子”难题时缺乏整合性视角与适用性框架的支撑。本研究基于知识创新范式转型背景下影响我国以系统工具解决“卡脖子”问题的核心挑战,深入探究新时代“模式3”知识创新“多重螺旋”（N-tuple helices）生态系统的主体特征与拓扑结构。以之为基础,讨论系统性提升我国科研创新能力,应对“卡脖子”挑战的可行路径与具体措施。  相似文献   

Lessons from the small and big screens     

Thomasen  Laura Søvsø 《Metascience》2022,31(1):105-107

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Notice of a new cast iron foot pavement     

Fairman Rogers 《Journal of The Franklin Institute》1855,59(2):88-89

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A Conversation with Mutsuharu Shinohara     

Laura Holland 《Equity & Excellence in Education》2013,46(2):58-61

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Why literacy matters: Understanding the effects of literacy education for adults
By Ralf St Clair. NIACE, Leicester, 2010, 215?pp. ISBN 978-1-86201-450-3 (pbk), ISBN 978-1-8201-464-0 (e-book)     

Alan Rogers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,19(3):757-760

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Students' use of computers in UCT's 'walk-in' laboratories     

Laura Czerniewicz  Dick Ng'ambi 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(2):241-246

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Call for Papers     

Patricia Dewey  Laura Young 《Journal of Cultural Economics》2005,29(1):79-79

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Preschool writing and premathematics predict Grade 3 achievement for low-income,ethnically diverse children     

Louis Manfra  Christina Squires  Laura H. B. Dinehart  Charles Bleiker  Suzanne C. Hartman  Adam Winsler 《The Journal of educational research》2017,110(5):528-537

The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children.  相似文献   

Using iPad tablets for self‐modeling with preschoolers: Videos versus photos          下载免费PDF全文

Dacia M. McCoy  Julie Q. Morrison  Dave W. Barnett  Hilary D. Kalra  Lauren K. Donovan 《Psychology in the schools》2017,54(8):821-836

As technology becomes more accessible and acceptable in the preschool setting, teachers need effective strategies of incorporating it to address challenging behaviors. A nonconcurrent delayed multiple baseline design in combination with an alternating treatment design was utilized to investigate the effects of using iPad tablets to display video self‐modeling and activity photos for three preschoolers during circle time. During baseline, all three children demonstrated low levels of engagement and high levels of off‐task behavior compared to peers. The intervention phase consisted of alternating between showing the child the self‐video and photos prior to circle time. A child preference phase was conducted whereby each child self‐selected the video or photo prior to circle time. For all three children both videos and photos led to increased engagement and decreased off‐task behaviors. During the child preference phase, all three children selected the video most frequently. Social validity data demonstrated teacher and child preference for the video self‐modeling condition.  相似文献