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1.
Raúl Rigo-Bonnin Noelia Díaz-Troyano Laura García-Tejada Albert Marc-Galindo Míriam Valbuena-Asensio Francesca Canalias 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(1)
Clinicians request a large part of measurements of biological quantities that clinical laboratories perform for diagnostic, prognostic or diseases monitoring purposes. Thus, laboratories need to provide patient’s results as reliable as possible. Metrological concepts like measurement uncertainty and metrological traceability allow to know the accuracy of these results and guarantee their comparability over time and space. Such is the importance of these two parameters that the estimation of measurement uncertainty and the knowledge of metrological traceability is required for clinical laboratories accredited by ISO 15189:2012. Despite there are many publications or guidelines to estimate the measurement uncertainty in clinical laboratories, it is not entirely clear what information and which formulae they should use to calculate it. On the other hand, unfortunately, there are a small number of clinical laboratories that know and describe the metrological traceability of their results, even though they are aware of the lack of comparability that currently exists for patient’s results. Thus, to try to facilitate the task of clinical laboratories, this review aims to provide a proposal to estimate the measurement uncertainty. Also, different suggestions are shown to describe the metrological traceability. Measurement uncertainty estimation is partially based on the ISO/TS 20914:2019 guideline, and the metrological traceability described using the ISO 17511:2020. Different biological quantities routinely measured in clinical laboratories are used to exemplify the proposal and suggestions. 相似文献
2.
Teaching students how to conduct bibliographic searches in health sciences’ databases is essential training. One of the challenges librarians face is how to motivate students during classroom learning. In this article, two hospital libraries, in Spain, used Escape rooms as a method of bringing creativity, teamwork, communication and critical thinking into bibliographic search instruction. Escape rooms are a series of puzzles that must be solved to exit the game. This article explores the methods used for integrating escape rooms into training programmes and evaluates the results. Escape Rooms are a useful tool that can be integrated into residents’ training to support their instruction on bibliographic searches. This kind of learning stablishes competences like logical thinking and deductive approaching. These aspects aid participants to make their own decision and to develop social and intellectual skills. 相似文献
3.
This study focuses on the experience of 20 Spanish faculty members who teach students with disabilities. We conducted semi‐structured individual and group interviews, and analysed the data using an inductive system of categories and codes. The results of this work describe the difficulties that faculty members encountered when including students with disabilities, and how they attended, through reasonable adjustments, to the educational needs of their students. Their testimonies produced a profile of professionals who recognise their own shortcomings while valuing the actions that they have undertaken in order to meet the needs of their students. From their perspective, these actions were more closely linked to their own willingness and the students’ efforts than to the training they had received on disability. In this sense, the present study shows that universities must provide more meaningful training in the field of disability and make firm institutional commitments to supporting their faculty members. 相似文献
4.
Metrics on open access (OA) availability of content published in scholarly journals (i.e. content licences, copyright ownership, and publisher‐stipulated self‐archiving permissions) are still scarce. This study implements the four core variables of the recently published Open Access Spectrum (OAS) (reader rights, reuse rights, copyright, and author posting rights) to measure the level of openness in all 1,728 Spanish scholarly journals listed in the Spanish national DULCINEA database at the end of 2015. Data exported from the database and used as variables for the analysis were: journal research area, type of publisher, type of access, self‐archiving and reuse policy, and type of Creative Commons (CC) licence used. Out of the total number of journals (1,728), 1,285 (74.5%) published their articles OA immediately after initial publication and thus received the maximum OAS score for reader rights; 37.5% of all journals used CC licences, and 79.5% allowed self‐archiving in some form. In 72% of journals, authors retained or publishers granted broad rights, which included author reuse and authorization rights (for others to reuse), whilst 13.5% did not specify any terms for copyright transfer. Similar studies could be carried out on other countries as this would enable comparisons of the general adoption and form of openness in different parts of the world. 相似文献
5.
Héctor García-Rodicio María-Ángeles Melero María-Belén Izquierdo 《Infancia y Aprendizaje》2018,41(1):138-164
When reading in the classroom, teachers may use different methods. We examined the impact of different reading conditions on comprehension. Reading aloud involved reading the text aloud for an audience. Silent reading required the students to read the text silently. Follower reading involved listening to another student read the text aloud while having the text available for individual reading. Thirty-six fifth- and sixth-grade students read texts under the three conditions and then took comprehension tests. The students performed equally well under reading aloud and silent reading. Follower reading resulted in worse comprehension. The data suggest that the follower readers focused on their individual reading, making an effort not to listen to the student reading out loud, which consumed cognitive resources. Since reading aloud in the classroom involves not only one loud reader but also a lot of follower readers, silent reading might be the smartest choice. 相似文献
6.
Pedro Martín Lerones José Llamas Fernández Álvaro Melero Gil Jaime Gómez-García-Bermejo Eduardo Zalama Casanova 《Journal of Cultural Heritage》2010,11(1):1-9
On many occasions, the graphic information handled by people working in the cultural heritage sector is still bidimensional. Layouts showing elevations and cross sections are the most widespread tools. However, there is an increased need for carefully detailing the complexity of valuable sites with an improved accuracy. This implies the measuring and handling of three-dimensional data, using both commercial and turn-key hardware and software solutions. Taking the usual traditional process as a reference, in the present paper a new effective methodology for carrying out computer assisted delineation of layouts from cultural heritage sites, using 3D digital models, is described. The proposed procedure has been tested in five intervention projects on representative churches within the “Merindad de Aguilar de Campoo” medieval area, in the north of Spain.1 This area has the largest collection of Romanesque art in the world, and is currently under European Heritage Site and World Heritage Site declaration process by the UNESCO. 相似文献
7.
This work analyses the perception and practice of sharing, reusing, and facilitating access to research data in the field of food science and technology. The study involved the coordination of a focus group discussion and an online survey, to understand and evince the behaviour of researchers regarding data management in that field. Both the discussion group and the survey were performed with researchers from several institutes of the Spanish National Research Council. The lack of a data sharing culture, the fear of being scooped, and confusion between the concepts of the working plan and the data management plan were some of the issues that emerged in the focus group. Respondents' previous experience with sharing their research data has been mainly in the form of appendices to peer‐reviewed publications. From the survey (101 responses), the most important motivations for publishing research data were found to be facilitating the reproducibility of the research, increasing the likelihood of citations of the article, and compliance with funding body mandates. Legal constraints, intellectual property, data ownership, data rights, potential commercial exploitation, and misuse of data were the main barriers to publishing data as open data. Citation in publications, certification, compliance with standards, and the reputation of the data providers were the most relevant factors affecting the use of other researchers' data. Being recent or recently updated, well documented, with quality metadata and ease of access were the most valued attributes of open research data. 相似文献
8.
López-Crespo Ginesa Blanco-Gandía M. Carmen Valdivia-Salas Sonsoles Fidalgo Camino Sánchez-Pérez Noelia 《Education and Information Technologies》2022,27(4):5233-5248
Education and Information Technologies - The educational use of portfolios has been increasing in the last few years, especially as technology has also developed electronic versions of portfolios.... 相似文献
9.
Virginia W. Berninger William D. Winn Patricia Stock Robert D. Abbott Kate Eschen Shin-Ju Lin Noelia Garcia Marci Anderson-Youngstrom Heather Murphy Dan Lovitt Pamala Trivedi Janine Jones Dagmar Amtmann William Nagy 《Reading and writing》2008,21(1-2):95-129
Two instructional experiments used randomized, controlled designs to evaluate the effectiveness of writing instruction for
students with carefully diagnosed dyslexia, which is both an oral reading and writing disorder, characterized by impaired
word decoding, reading, and spelling. In Study 1 (4th to 6th grade sample and 7th to 9th grade sample), students were randomly
assigned to orthographic or morphological spelling treatment but all students were taught strategies for planning, writing,
and reviewing/revising narrative and expository texts. Both treatments resulted in improvement on three measures of spelling
and one measure of composition. Morphological treatment resulted in better improvement in spelling pseudowords, whereas orthographic
treatment resulted in better improvement in rate of reading pseudowords. In Study 2 (4th to 6th grade sample), students were
randomly assigned to explicit language treatment (phonological working memory + phonological-orthographic spelling + science
report writing training) or nonverbal problem solving treatment (virtual reality-based computer simulation, drawing maps,
and building clay models). Both treatments used science content material and resulted in significant improvement in spelling
and reading pseudowords (accuracy and rate). The surprising finding was that hands-on, engaging science problem solving led
to more improvement in phonological working memory than did specialized phonological instruction. Only when spelling instruction
emphasized orthography or morphology (Study 1) did real word spelling improve.
Preparation of this chapter was supported by Grant Nos. HD25858 and P50 33812 from the National Institute of Child Health
and Human Development (NICHD).
In Study 1 teaching assistants included Sylvia Abbott, Marci Anderson-Youngstrom, Belle Chennault, Kate Eschen, Noelia Garcia,
Sandra Hiramatsu, Lynn Junell, Julia Kim, Stephanie King, Shin-Ju (Cindy) Lin, Rebecca Metzger, Heather Murphy, Jennifer Norton,
Sue Palewicz, Rebecca Pirie, and Suzanna West. Also on the assessment team were Sylvia Abbott, Belle Chenault, Kate Eschen,
and Rebecca Pirie. Certified teachers Diana Hoffer and Christina Johnson implemented the composition lessons written by the
first author. In Study 2, teaching assistants included Nicole Alston-Abel, Leah Altemeier, Wade Altom, Marci Anderson-Youngstrom,
Annie Boyd, Nicole Garcia, Laura Gould, Marta Holsinger, Yen-Ling Lee, Shin-Ju (Cindy) Lin, Laurie McCarthy, Heather Murphy,
Hema O’Shea, Michelle Proux, Kristine Tardiff, and Kari Terjeson. Janine Jones supervised the assessment team. Margaret McShane
and Doug Stock served as administrative assistants. 相似文献
10.
In a rapidly changing world, the mission of education deserves some reflection. Mutual understanding and assessment between trainers and trainees offers a way to promote discussion concerning goals, values, and strategies that should be promoted at schools. This study offers the views of 153 pre-service teachers and their respective trainers during their practicum. We aimed to determine if an association exists between the scores of pre-service teachers and teachers regarding behaviors and attitudes shown by the first. We also want to analyze the extent to which pre-service teachers rate the importance of different educational strategies as well as the extent to which teachers use these strategies in their daily work. We also aim to determine to what extent self-rated behaviors and attitudes of pre-service teachers are associated to their ratings on importance and utilization of different educational strategies. Two questionnaires were utilized to gather the data. Results revealed higher scores on self-evaluation than others’ evaluations; utilization of diverse educational strategies was associated to evaluations on pre-service students’ responsibility, ability to detect and meet students’ needs, and final grade in practicum. Association between pre-service teachers’ self-evaluation and evaluation on the importance of different educational strategies revealed large associations between climate for the expression of ideas, teaching methodology, and the importance given to using language appropriate to the level of the students. Average ratings on importance and utilization of different teaching strategies resulted in high scores, with utilization of teaching methodologies obtaining the lowest scores. Gender resulted in significant differences on importance, with women scoring higher than men. Importance scores were significantly higher than utilization scores. High associations were found between self- and others’ evaluations on values related to compliance with rules, as well as on behaviors associated to maintain order and discipline in the classroom. Differences in views of teaching, importance, and utilization of different teaching strategies should be debated in order to advance our understanding of effectiveness of educational practices. 相似文献