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  1. Team-based learning on a third-year pediatric clerkship improves NBME subject exam blood disorder scores

    Directory of Open Access Journals (Sweden)

    Kris Saudek

    2015-10-01

    Full Text Available Purpose: At our institution, speculation amongst medical students and faculty exists as to whether team-based learning (TBL can improve scores on high-stakes examinations over traditional didactic lectures. Faculty with experience using TBL developed and piloted a required TBL blood disorders (BD module for third-year medical students on their pediatric clerkship. The purpose of this study is to analyze the BD scores from the NBME subject exams before and after the introduction of the module. Methods: We analyzed institutional and national item difficulties for BD items from the NBME pediatrics content area item analysis reports from 2011 to 2014 before (pre and after (post the pilot (October 2012. Total scores of 590 NBME subject examination students from examinee performance profiles were analyzed pre/post. t-Tests and Cohen's d effect sizes were used to analyze item difficulties for institutional versus national scores and pre/post comparisons of item difficulties and total scores. Results: BD scores for our institution were 0.65 (±0.19 compared to 0.62 (±0.15 nationally (P=0.346; Cohen's d=0.15. The average of post-consecutive BD scores for our students was 0.70(±0.21 compared to examinees nationally [0.64 (±0.15] with a significant mean difference (P=0.031; Cohen's d=0.43. The difference in our institutions pre [0.65 (±0.19] and post [0.70 (±0.21] BD scores trended higher (P=0.391; Cohen's d=0.27. Institutional BD scores were higher than national BD scores for both pre and post, with an effect size that tripled from pre to post scores. Institutional BD scores increased after the use of the TBL module, while overall exam scores remained steadily above national norms. Conclusions: Institutional BD scores were higher than national BD scores for both pre and post, with an effect size that tripled from pre to post scores. Institutional BD scores increased after the use of the TBL module, while overall exam scores remained steadily above

  2. A new, 13C-based material for neutron targets

    International Nuclear Information System (INIS)

    Romanenko, A.I.; Anikeeva, O.B.; Gorbachev, R.V.; Zhmurikov, E.I.; Gubin, K.V.; Logachev, P.V.; Avilov, M.S.; Tsybulya, S.V.; Kryukova, G.N.; Burgina, E.B.; Tecchio, L.

    2005-01-01

    A 13 C-based neutron-target material is investigated using X-ray diffraction, IR absorption and Raman scattering spectroscopies, transmission electron microscopy, and electrical (conductivity, magnetoresistance, and Hall effect) measurements before and after high-power electron irradiation for various lengths of time [ru

  3. Quantum exam

    International Nuclear Information System (INIS)

    Nguyen, Ba An

    2006-01-01

    Absolutely and asymptotically secure protocols for organizing an exam in a quantum way are proposed basing judiciously on multipartite entanglement. The protocols are shown to stand against common types of eavesdropping attack

  4. Pelvic Exam

    Science.gov (United States)

    ... each step so that nothing comes as a surprise to you. After the pelvic exam After the ... Clinic does not endorse any of the third party products and services advertised. Advertising and sponsorship policy ...

  5. Diabetes eye exams

    Science.gov (United States)

    Diabetic retinopathy - eye exams; Diabetes - eye exams; Glaucoma - diabetic eye exam; Macular edema - diabetic eye exam ... if the doctor who takes care of your diabetes checks your eyes, you need an eye exam ...

  6. Study of Mini-Mental State Exam evolution in community-dwelling subjects aged over 60 years without dementia.

    Science.gov (United States)

    Watfa, G; Husson, N; Buatois, S; Laurain, M C; Miget, P; Benetos, A

    2011-12-01

    In recent years, the Mini-Mental State Examination (MMSE) has been widely used and has been proposed for cognitive decline screening in the framework of a systematic geriatric evaluation in health centers. The aim of the present longitudinal study was to identify the potential determinants of MMSE score and its evolution over a 4-year period in a population aged over sixty years with good general health without dementia and consulting for a health check-up. Longitudinal study. The preventive medical center (CMP) in Nancy. 687 subjects over 60 years of age (mean age 65.6 ± 5.07 years) were included from the Senior health examination study. All subjects underwent 2 visits over a period of 4 years. MMSE measurement and a self-administered questionnaire of emotional and psychological state were evaluated at baseline and at the follow-up visit. The major components of total variance of baseline MMSE were represented by education level, practice of regular physical activity, nervousness and despair. Multivariate analysis identified 3 variables at baseline visit that independently predicted annual changes in MMSE: MMSE score, education level and "Difficulty in social relations" (r= -0.222, 0.154 and -0.255 respectively). Education level and several psychological factors may influence MMSE score and its evolution over time in community-dwelling subjects aged over 60 years without dementia. In these subjects, a low MMSE score does not predict cognitive decline over a period of 4 years. Therefore, the reliability of MMSE in this type of population is questionable.

  7. The Spanish version of Face-Name Associative Memory Exam (S-FNAME) performance is related to amyloid burden in Subjective Cognitive Decline.

    Science.gov (United States)

    Sanabria, Angela; Alegret, Montserrat; Rodriguez-Gomez, Octavio; Valero, Sergi; Sotolongo-Grau, Oscar; Monté-Rubio, Gemma; Abdelnour, Carla; Espinosa, Ana; Ortega, Gemma; Perez-Cordon, Alba; Gailhajanet, Anna; Hernandez, Isabel; Rosende-Roca, Maitee; Vargas, Liliana; Mauleon, Ana; Sanchez, Domingo; Martin, Elvira; Rentz, Dorene M; Lomeña, Francisco; Ruiz, Agustin; Tarraga, Lluis; Boada, Merce

    2018-02-28

    The Face-Name Associative Memory Exam (FNAME) is a paired associative memory test created to detect memory deficits in individuals with preclinical Alzheimer's disease (AD). Worse performance on FNAME in cognitively healthy individuals were found related to higher amyloid beta (Aβ) burden measured with Positron-Emission-Tomography using 11 C-PiB (PiB-PET). We previously reported normative data of a Spanish version of FNAME (S-FNAME) in cognitively healthy Spanish-speaking subjects. The aim of the present study was to determine whether performance on S-FNAME was associated with Aβ burden in subjective cognitive decline (SCD) individuals. 200 SCD subjects received neurological and neuropsychological assessments, including the S-FNAME and the Word List task from the Wechsler-Memory-Scale-III (WMS-III). Moreover, they received an MRI and (18)F-Florbetaben Positron-Emission-Tomography (FBB-PET) to measure Aβ burden. Three cognitive factor composites were derived for the episodic memory measures (face-name [SFN-N], face-occupation [SFN-O] and WMS-III) to determine whether episodic memory performance was related to Aβ deposition. Higher global Aβ deposition was significantly related to worse performance on SFN-N but not with SFN-O or WMS-III Composite. Moreover, worse SFN-N performance was significantly related to higher Aβ deposition in bilateral  Posterior Cingulate Cortex. The S-FNAME may be a promising neuropsychological tool for detecting SCD individuals with preclinical AD.

  8. Skin self-exam

    Science.gov (United States)

    Skin cancer - self-exam; Melanoma - self-exam; Basal cell cancer - self-exam; Squamous cell - self-exam; Skin mole - self-exam ... Checking your skin regularly can help you notice any unusual changes. Follow your health care provider's recommendations on how often to ...

  9. Mini Project Programming Exams

    DEFF Research Database (Denmark)

    Nørmark, Kurt; Thomsen, Lone Leth; Torp, Kristian

    2008-01-01

    A number of different types of final programming exams used or considered at the Department of Computer Science, Aalborg University, are identified and analyzed. Based on this analysis, a new type of programming exam is introduced called a Mini Project Programming (MIP) exam. MIP is a group...... years. The MIP exam is a compromise between (1) a long problem-based project exam and (2) a short oral or written programming exam. It is concluded that the strengths of MIP are the high degree of realism in the exam assignment and comprehensiveness relative to the course syllabus. The main challenge...

  10. Digital rectal exam

    Science.gov (United States)

    ... this page: //medlineplus.gov/ency/article/007069.htm Digital rectal exam To use the sharing features on this page, please enable JavaScript. A digital rectal exam is an examination of the lower ...

  11. Exams: The Secret Ingredients

    Science.gov (United States)

    DiJulio, Betsy

    2012-01-01

    This year, many high-school teachers in the district where the author teaches experienced exam anxiety because midterms--as they had come to know and love them--were no more. For a variety of reasons, the semester exam schedule looked very different. More to the point is the new philosophy about exam content and format that underpinned the…

  12. USEFUL: Ultrasound Exam for Underlying Lesions Incorporated into Physical Exam

    Directory of Open Access Journals (Sweden)

    Jon Steller

    2014-05-01

    Full Text Available Introduction: The Ultrasound Screening Exam for Underlying Lesions (USEFUL was developed in an attempt to establish a role for bedside ultrasound in the primary and preventive care setting. It is the purpose of our pilot study to determine if students were first capable of performing all of the various scans required of our USEFUL while defining such an ultrasound-assisted physical exam that would supplement the standard hands-on physical exam in the same head-to-toe structure. We also aimed to assess the time needed for an adequate exam and analyze if times improved with repetition and previous ultrasound training. Methods: Medical students with ranging levels of ultrasound training received a 25-minute presentation on our USEFUL followed by a 30-minute hands-on session. Following the hands-on session, the students were asked to perform a timed USEFUL on 2-3 standardized subjects. All images were documented as normal or abnormal with the understanding that an official detailed exam would be performed if an abnormality were to be found. All images were read and deemed adequate by board eligible emergency medicine ultrasound fellows. Results: Twenty-six exams were performed by 9 students. The average time spent by all students per USEFUL was 11 minutes and 19 seconds. Students who had received the University of California, Irvine School of Medicine’s integrated ultrasound curriculum performed the USEFUL significantly faster (p< 0.0025. The time it took to complete the USEFUL ranged from 6 minutes and 32 seconds to 17 minutes, and improvement was seen with each USEFUL performed. The average time to complete the USEFUL on the first standardized patient was 13 minutes and 20 seconds, while 11 minutes and 2 seconds, and 9 minutes and 20 seconds were spent performing the exam on the second and third patient, respectively. Conclusion: Students were able to effectively complete all scans required by the USEFUL in a timely manner. Students who have

  13. Fe3C-based oxygen reduction catalysts: synthesis, hollow spherical structures and applications in fuel cells

    DEFF Research Database (Denmark)

    Hu, Yang; Jensen, Jens Oluf; Zhang, Wei

    2015-01-01

    We present a detailed study of a novel Fe3C-based spherical catalyst with respect to synthetic parameters, nanostructure formation, ORR active sites and fuel cell demonstration. The catalyst is synthesized by high temperature autoclave pyrolysis using decomposing precursors. Below 500 °C, melamine...

  14. PMP exam prep

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    Mulcahy, Rita

    2013-01-01

    This book has been FULLY updated to reflect PMI's changes to the PMP exam, and should be used to prepare for all PMP exams delivered on or after July 30th of 2013. Can you imagine valuing a book so much that you send the author a Thank You letter? Hundreds of thousands of project managers know and understand why PMP Exam Prep is a worldwide best-seller. Years of PMP exam preparation experience, endless hours of ongoing research, interviews with project managers who failed the exam to identify gaps in their knowledge, and a razor-sharp focus on making sure project managers don't waste a single minute of their time studying are THE reasons this book is the best-selling PMP exam preparation guide in the world. PMP Exam Prep, Eighth Edition contains hundreds of updates and improvements from previous editions--including new exercises and sample questions never before in print. Offering hundreds of sample questions, critical time-saving tips plus games and activities available nowhere else, this book will help y...

  15. Dental Exam for Children

    Science.gov (United States)

    ... risks associated with tobacco, substance abuse and oral piercings. Why it's done Regular dental exams help protect ... sugary beverages Smoking Chewing tobacco Eating disorders Oral piercings Not wearing a mouthguard during contact sports The ...

  16. Effects of electronic health record use on the exam room communication skills of resident physicians: a randomized within-subjects study.

    Science.gov (United States)

    Taft, Teresa; Lenert, Leslie; Sakaguchi, Farrant; Stoddard, Gregory; Milne, Caroline

    2015-01-01

    The effects of electronic health records (EHRs) on doctor-patient communication are unclear. To evaluate the effects of EHR use compared with paper chart use, on novice physicians' communication skills. Within-subjects randomized controlled trial using observed structured clinical examination methods to assess the impact of use of an EHR on communication. A large academic internal medicine training program. First-year internal medicine residents. Residents interviewed, diagnosed, and initiated treatment of simulated patients using a paper chart or an EHR on a laptop computer. Video recordings of interviews were rated by three trained observers using the Four Habits scale. Thirty-two residents completed the study and had data available for review (61.5% of those enrolled in the residency program). In most skill areas in the Four Habits model, residents performed at least as well using the EHR and were statistically better in six of 23 skills areas (pcommunication score was better when using an EHR: mean difference 0.254 (95% CI 0.05 to 0.45), p = 0.012, Cohen's d of 0.47 (a moderate effect). Residents scoring poorly (>3 average score) with paper methods (n = 8) had clinically important improvement when using the EHR. This study was conducted in first-year residents in a training environment using simulated patients at a single institution. Use of an EHR on a laptop computer appears to improve the ability of first-year residents to communicate with patients relative to using a paper chart. © The Author 2014. Published by Oxford University Press on behalf of the American Medical Informatics Association.

  17. Multi-objective experimental design for (13)C-based metabolic flux analysis.

    Science.gov (United States)

    Bouvin, Jeroen; Cajot, Simon; D'Huys, Pieter-Jan; Ampofo-Asiama, Jerry; Anné, Jozef; Van Impe, Jan; Geeraerd, Annemie; Bernaerts, Kristel

    2015-10-01

    (13)C-based metabolic flux analysis is an excellent technique to resolve fluxes in the central carbon metabolism but costs can be significant when using specialized tracers. This work presents a framework for cost-effective design of (13)C-tracer experiments, illustrated on two different networks. Linear and non-linear optimal input mixtures are computed for networks for Streptomyces lividans and a carcinoma cell line. If only glucose tracers are considered as labeled substrate for a carcinoma cell line or S. lividans, the best parameter estimation accuracy is obtained by mixtures containing high amounts of 1,2-(13)C2 glucose combined with uniformly labeled glucose. Experimental designs are evaluated based on a linear (D-criterion) and non-linear approach (S-criterion). Both approaches generate almost the same input mixture, however, the linear approach is favored due to its low computational effort. The high amount of 1,2-(13)C2 glucose in the optimal designs coincides with a high experimental cost, which is further enhanced when labeling is introduced in glutamine and aspartate tracers. Multi-objective optimization gives the possibility to assess experimental quality and cost at the same time and can reveal excellent compromise experiments. For example, the combination of 100% 1,2-(13)C2 glucose with 100% position one labeled glutamine and the combination of 100% 1,2-(13)C2 glucose with 100% uniformly labeled glutamine perform equally well for the carcinoma cell line, but the first mixture offers a decrease in cost of $ 120 per ml-scale cell culture experiment. We demonstrated the validity of a multi-objective linear approach to perform optimal experimental designs for the non-linear problem of (13)C-metabolic flux analysis. Tools and a workflow are provided to perform multi-objective design. The effortless calculation of the D-criterion can be exploited to perform high-throughput screening of possible (13)C-tracers, while the illustrated benefit of multi

  18. The Latin Matura exam

    Directory of Open Access Journals (Sweden)

    Tea Dolenc

    2003-12-01

    Full Text Available In students' opinion the tasks of this year's Pre-Matura exam are neither too easy nor too difficult. 51 % of  the students claim that the translation from Slovene to Latin is the most difficult task, which is not surprising. The students have to recognise the appropriate grammatical constructions without the help of any comments. In this way they can show their autonomy in the use of  the language. Very high quality of the Latin Matura exam tasks can be clearly seen from graph 3. Namely, the students have quite different opinions on which task is the most difficult and which one the easiest. This means that each student can find the type of a task that suits them most and so they can excel in that particular area. At the oral part of the exam 46 % of the students would like to eliminate the grammar question, as they find it difficult to define grammar rules precisely, while they do not have any problems using them in a sentence. Quite surprisingly there are 20 % who dislike the question from culture and civilisation. Their main argument is that in this way they would be able to save a lot of time and so concentrate on other areas. According to the students, the good points of the Latin Matura exam are: a better insight into Latin language and Roman culture, and a good foundation for further study at the university. As far as the bad points of the exam are concerned, they mostly complain about the translation from Latin to Slovene, as they believe they do not have a lot of freedom in translating. They also wish there were more books with different types of  Matura exercises. Teachers mainly agree with their students, but they also pointed out a certain problem: it can be quite tempting to deal only with the topics appearing at the Latin Matura exam and eliminate all others. Namely, every teacher wants to prepare their students for the exam in the best possible way, as they feel their pedagogical and  professional skills are tested too.

  19. Adequate procedures for specific exams

    International Nuclear Information System (INIS)

    Staevie, G.L.G.; Gattringer, D.K.; Dal Mas, C.R.; Tessman, M.

    1996-01-01

    Some ideal procedures for specific radiographic exams are briefly presented. The aim is to improve the quality standard, establishing a specific method for each exam in order to decrease films waste and reduce the patient dose exposure

  20. Subjectivity

    Directory of Open Access Journals (Sweden)

    Jesús Vega Encabo

    2015-11-01

    Full Text Available In this paper, I claim that subjectivity is a way of being that is constituted through a set of practices in which the self is subject to the dangers of fictionalizing and plotting her life and self-image. I examine some ways of becoming subject through narratives and through theatrical performance before others. Through these practices, a real and active subjectivity is revealed, capable of self-knowledge and self-transformation. 

  1. X-Ray Exam: Pelvis

    Science.gov (United States)

    ... Staying Safe Videos for Educators Search English Español X-Ray Exam: Pelvis KidsHealth / For Parents / X-Ray Exam: ... Ray Exam: Hip Broken Bones Getting an X-ray (Video) X-Ray (Video) View more Partner Message About Us ...

  2. MCSD certification toolkit (exam 70-483) programming in C#

    CERN Document Server

    Covaci, Tiberiu; Varallo, Vincent; O'Brien, Gerry

    2013-01-01

    A perfectly crafted prep guide that prepares you for the MCSD 70-483 The MCSD 70-483 exam is the entry-level Microsoft certification exam for C# developers and this must-have resource offers essential coverage of the exam that will test your competency in C# programming. Each chapter covers one of the core subject domains that comprise the exam. Among the authors are experienced trainers who advised Microsoft on the development of its certification programs, affording them a unique understanding of both the objectives and what it takes to master them. This invaluable knowledge is p

  3. Teaching Materials and Strategies for the AP Music Theory Exam

    Science.gov (United States)

    Lively, Michael T.

    2017-01-01

    Each year, many students take the Advanced Placement (AP) Music Theory Exam, and the majority of these students enroll in specialized AP music theory classes as part of the preparation process. For the teachers of these AP music theory classes, a number of challenges are presented by the difficulty and complexity of the exam subject material as…

  4. Moving to an A1C-based diagnosis of diabetes has a different impact on prevalence in different ethnic groups

    DEFF Research Database (Denmark)

    Christensen, Dirk L; Witte, Daniel R; Kaduka, Lydia

    2010-01-01

    OBJECTIVE To compare screen-detected diabetes prevalence and the degree of diagnostic agreement by ethnicity with the current oral glucose tolerance test (OGTT)-based and newly proposed A1C-based diagnostic criteria. RESEARCH DESIGN AND METHODS Six studies (1999-2009) from Denmark, the U.K., Aust...

  5. X-Ray Exam: Hip

    Science.gov (United States)

    ... for Educators Search English Español X-Ray Exam: Hip KidsHealth / For Parents / X-Ray Exam: Hip What's in this article? What It Is Why ... You Have Questions Print What It Is A hip X-ray is a safe and painless test ...

  6. X-Ray Exam: Forearm

    Science.gov (United States)

    ... Staying Safe Videos for Educators Search English Español X-Ray Exam: Forearm KidsHealth / For Parents / X-Ray Exam: ... Muscles, and Joints Broken Bones Getting an X-ray (Video) X-Ray (Video) View more Partner Message About Us ...

  7. X-Ray Exam: Foot

    Science.gov (United States)

    ... Staying Safe Videos for Educators Search English Español X-Ray Exam: Foot KidsHealth / For Parents / X-Ray Exam: ... Muscles, and Joints Broken Bones Getting an X-ray (Video) X-Ray (Video) View more Partner Message About Us ...

  8. X-Ray Exam: Wrist

    Science.gov (United States)

    ... Staying Safe Videos for Educators Search English Español X-Ray Exam: Wrist KidsHealth / For Parents / X-Ray Exam: ... Muscles, and Joints Broken Bones Getting an X-ray (Video) X-Ray (Video) View more Partner Message About Us ...

  9. X-Ray Exam: Finger

    Science.gov (United States)

    ... Staying Safe Videos for Educators Search English Español X-Ray Exam: Finger KidsHealth / For Parents / X-Ray Exam: ... Muscles, and Joints Broken Bones Getting an X-ray (Video) X-Ray (Video) View more Partner Message About Us ...

  10. X-Ray Exam: Ankle

    Science.gov (United States)

    ... for Educators Search English Español X-Ray Exam: Ankle KidsHealth / For Parents / X-Ray Exam: Ankle What's in this article? What It Is Why ... You Have Questions Print What It Is An ankle X-ray is a safe and painless test ...

  11. Pharyngoceles aspects in imaging exams

    International Nuclear Information System (INIS)

    Diniz, Fabio de Vilhena; Nakamura, Olavo Kyosen; Grassi, Caio Giometti; Barbosa Junior, Alcino Alves; Gomes, Regina Lucia Elia; Daniel, Mauro Miguel; Garcia, Marcio Ricardo Taveira; Funari, Marcelo Buarque de Gusmao

    2010-01-01

    Objective: the present study is aimed at showing the different characteristics of pharyngoceles in imaging exams (video fluoroscopic swallowing exam [VFSE] and computed tomography) and its correlation with clinical presentation. Material and method: pharyngocele cases were selected in imaging exams (video fluoroscopic swallowing exam [VFSE] and computed tomography) realized in our service, realizing clinical presentation correlation. Results: pharyngocele presents frequently with small dimensions and narrow orifice. When the size enlarges, clinical presentation is more evident and diverse, which can confuse with other cervical lesions that enlarge with Valsalva maneuver. Differential diagnosis can be done by imaging evaluation. Conclusion: we intended to demonstrate that many times pharyngocele can be presented with different aspects, not always being easy to recognize by clinics or imaging exams, but its diagnosis must be always remembered in our daily practice. (author)

  12. Investigating the effects of exam length on performance and cognitive fatigue.

    Directory of Open Access Journals (Sweden)

    Jamie L Jensen

    Full Text Available This study examined the effects of exam length on student performance and cognitive fatigue in an undergraduate biology classroom. Exams tested higher order thinking skills. To test our hypothesis, we administered standard- and extended-length high-level exams to two populations of non-majors biology students. We gathered exam performance data between conditions as well as performance on the first and second half of exams within conditions. We showed that lengthier exams led to better performance on assessment items shared between conditions, possibly lending support to the spreading activation theory. It also led to greater performance on the final exam, lending support to the testing effect in creative problem solving. Lengthier exams did not result in lower performance due to fatiguing conditions, although students perceived subjective fatigue. Implications of these findings are discussed with respect to assessment practices.

  13. ITIL Foundation exam study guide

    CERN Document Server

    Gallacher, Liz

    2012-01-01

    Everything you need to prepare for the ITIL exam The ITIL (Information Technology Infrastructure Library) exam is the ultimate certification for IT service management. This essential resource is a complete guide to preparing for the ITIL Foundation exam and includes everything you need for success. Organized around the ITIL Foundation syllabus, the study guide addresses the ITIL Service Lifecycles, the ITIL processes, roles, and functions, and also thoroughly explains how the Service Lifecycle provides effective and efficient IT services. Offers an introduction to IT service management and ITI

  14. Optimal Weighting for Exam Composition

    Directory of Open Access Journals (Sweden)

    Sam Ganzfried

    2018-03-01

    Full Text Available A problem faced by many instructors is that of designing exams that accurately assess the abilities of the students. Typically, these exams are prepared several days in advance, and generic question scores are used based on rough approximation of the question difficulty and length. For example, for a recent class taught by the author, there were 30 multiple choice questions worth 3 points, 15 true/false with explanation questions worth 4 points, and 5 analytical exercises worth 10 points. We describe a novel framework where algorithms from machine learning are used to modify the exam question weights in order to optimize the exam scores, using the overall final score as a proxy for a student’s true ability. We show that significant error reduction can be obtained by our approach over standard weighting schemes, i.e., for the final and midterm exam, the mean absolute error for prediction decreases by 90.58% and 97.70% for linear regression approach respectively resulting in better estimation. We make several new observations regarding the properties of the “good” and “bad” exam questions that can have impact on the design of improved future evaluation methods.

  15. Medical Student Dissection of CadaversImproves Performance on Practical Exams, but not Dissection-Relevant Questions in the NBME Gross Anatomy and Embryology Final Exam

    Directory of Open Access Journals (Sweden)

    Leslie Sargent Jones

    2001-03-01

    Full Text Available We have examined whether cadaver dissection by first year medical students (MIs affected their performance in two test measures: the NBME Gross Anatomy and Embryology Subject Exam (dissection-relevant questions only, and practical exams given at the end of each major section within the course. The dissections for the entire course were divided into 18 regional dissection units and each student was assigned to dissect one third of the regional units; the other two-thirds of the material was learned from the partner-prosected cadavers. Performance for each student on the exams was then assessed as a function of the regions those students actually dissected. While the results indicated a small performance advantage for MIs answering questions on material they had dissected on the NBME Subject Exam questions relevant to dissection (78-88% of total exam, the results were not statistically significant. However, a similar, small performance advantage on the course practical exams was highly significant.

  16. OCA Oracle Database SQL exam guide (exam 1Z0-071) complete exam preparation

    CERN Document Server

    O'Hearn, Steve

    2017-01-01

    This thoroughly revised Oracle Press guide offers 100% coverage of all objectives on the latest version of the Oracle Database SQL Exam. Ideal both as a study guide and on-the-job reference, OCA Oracle Database SQL Exam Guide (Exam 1Z0-071) features detailed explanations, examples, practice questions, and chapter summaries. “Certification Objectives,” “Exam Watch,” and “On the Job” sections reinforce salient points throughout. You will gain access to two complete practice exams that match the tone, tenor, and format of the live test. Get complete coverage every topic on Exam 1Z0-071, including: • DDL and SQL SELECT statements • Manipulating, restricting, and sorting data • Single-row and group functions • Displaying data from multiple tables • Subqueries • Schema objects • Set operators • Grouping related data • Report creation • Data dictionary views • Large data sets • Hierarchical retrieval • Regular expression support • User access control The electronic includes: • Two full practi...

  17. OCA Oracle Database SQL exam guide (exam 1Z0-071) : complete exam preparation

    CERN Document Server

    O'Hearn, Steve

    2017-01-01

    This thoroughly revised Oracle Press guide offers 100% coverage of all objectives on the latest version of the Oracle Database SQL Exam. Ideal both as a study guide and on-the-job reference, OCA Oracle Database SQL Exam Guide (Exam 1Z0-071) features detailed explanations, examples, practice questions, and chapter summaries. “Certification Objectives,” “Exam Watch,” and “On the Job” sections reinforce salient points throughout. You will gain access to two complete practice exams that match the tone, tenor, and format of the live test. Get complete coverage every topic on Exam 1Z0-071, including: • DDL and SQL SELECT statements • Manipulating, restricting, and sorting data • Single-row and group functions • Displaying data from multiple tables • Subqueries • Schema objects • Set operators • Grouping related data • Report creation • Data dictionary views • Large data sets • Hierarchical retrieval • Regular expression support • User access control The electronic includes: • Two full practi...

  18. Clinical Relevance of Differences in Glomerular Filtration Rate Estimations in Frail Older People by Creatinine- vs. Cystatin C-Based Formulae.

    Science.gov (United States)

    Jacobs, Anne; Benraad, Carolien; Wetzels, Jack; Rikkert, Marcel Olde; Kramers, Cornelis

    2017-06-01

    The risk of incorrect medication dosing is high in frail older people. Therefore, accurate assessment of the glomerular filtration rate is important. The objective of this study was to compare the estimated glomerular filtration rate using creatinine- and cystatin C-based formulae, the Chronic Kidney Disease Epidemiology Collaboration (CKD-EPI) equations, in frail older people. We hypothesized that frailty determines the difference between the creatinine- and cystatin C-based formulae. The mean difference between CKD-EPI creatinine and cystatin C was determined using (cross-sectional) data of 55 patients (mean age 73 years) admitted to a psychiatric ward for older adults. The level of agreement of these estimations was assessed by a Bland-Altman analysis. In all patients, the Rockwood's Frailty Index was derived and correlated with the mean difference between CKD-EPI creatinine and cystatin C. The mean difference between CKD-EPI creatinine (mean 71.2 mL/min/1.73 m 2 ) and CKD-EPI cystatin C (mean 57.6 mL/min/1.73 m 2 ) was 13.6 mL/min/1.73 m 2 (p creatinine- and cystatin C-based glomerular filtration rate (Pearson correlation coefficient 0.182, p = 0.184). There was a significant gap between a creatinine- and cystatin C-based estimation of glomerular filtration rate, irrespective of frailty. The range of differences between the commonly used estimated glomerular filtration rate formulae might result in clinically relevant differences in drug prescription and differences in chronic kidney disease staging.

  19. Comparison between a serum creatinine-and a cystatin C-based glomerular filtration rate equation in patients receiving amphotericin B.

    Science.gov (United States)

    Karimzadeh, Iman; Khalili, Hossein

    2016-06-06

    Serum cystatin C (Cys C) has a number of advantages over serum creatinine in the evaluation of kidney function. Apart from Cys C level itself, several formulas have also been introduced in different clinical settings for the estimation of glomerular filtration rate (GFR) based upon serum Cys C level. The aim of the present study was to compare a serum Cys C-based equation with Cockcroft-Gault serum creatinine-based formula, both used in the calculation of GFR, in patients receiving amphotericin B. Fifty four adult patients with no history of acute or chronic kidney injury having been planned to receive conventional amphotericin B for an anticipated duration of at least 1 week for any indication were recruited. At three time points during amphotericin B treatment, including days 0, 7, and 14, serum cystatin C as well as creatinine levels were measured. GFR at the above time points was estimated by both creatinine (Cockcroft-Gault) and serum Cys C based equations. There was significant correlation between creatinine-based and Cys C-based GFR values at days 0 (R = 0.606, P = 0.001) and 7 (R = 0.714, P creatinine-and a cystatin C-based glomerular filtration rate equation in patients receiving amphotericin B.

  20. From Exam to Education: The Math Exam/Education Resources

    Science.gov (United States)

    Bruni, Carmen; Koch, Christina; Konrad, Bernhard; Lindstrom, Michael; Moyles, Iain; Thompson, Will

    2016-01-01

    The Math Exam/Education Resources (MER) is an open online learning resource hosted at The University of British Columbia (UBC), aimed at providing mathematics education resources for students and instructors at UBC. In this paper, there will be a discussion of the motivation for creating this resource on the MediaWiki platform, key features of the…

  1. Gadolinium-enhanced cardiac MR exams of human subjects are associated with significant increases in the DNA repair marker 53BP1, but not the damage marker γH2AX.

    Directory of Open Access Journals (Sweden)

    Jennifer S McDonald

    Full Text Available Magnetic resonance imaging is considered low risk, yet recent studies have raised a concern of potential damage to DNA in peripheral blood leukocytes. This prospective Institutional Review Board-approved study examined potential double-strand DNA damage by analyzing changes in the DNA damage and repair markers γH2AX and 53BP1 in patients who underwent a 1.5 T gadolinium-enhanced cardiac magnetic resonance (MR exam. Sixty patients were enrolled (median age 55 years, 39 males. Patients with history of malignancy or who were receiving chemotherapy, radiation therapy, or steroids were excluded. MR sequence data were recorded and blood samples obtained immediately before and after MR exposure. An automated immunofluorescence assay quantified γH2AX or 53BP1 foci number in isolated peripheral blood mononuclear cells. Changes in foci number were analyzed using the Wilcoxon signed-rank test. Clinical and MR procedural characteristics were compared between patients who had a >10% increase in γH2AX or 53BP1 foci numbers and patients who did not. The number of γH2AX foci did not significantly change following cardiac MR (median foci per cell pre-MR = 0.11, post-MR = 0.11, p = .90, but the number of 53BP1 foci significantly increased following MR (median foci per cell pre-MR = 0.46, post-MR = 0.54, p = .0140. Clinical and MR characteristics did not differ significantly between patients who had at least a 10% increase in foci per cell and those who did not. We conclude that MR exposure leads to a small (median 25% increase in 53BP1 foci, however the clinical relevance of this increase is unknown and may be attributable to normal variation instead of MR exposure.

  2. PMP Project Management Professional Exam Study Guide

    CERN Document Server

    Heldman, Kim

    2011-01-01

    Completely updated for the 2011 version of the PMP exam! If you're preparing for the Project Management Professional (PMP) exam, this thorough book is what you need. Not only does it reflect the very latest version of the exam, it is written by popular project management expert Kim Heldman—author of the five previous editions of this top-selling book—and it also includes a CD with practice exams, exam prep software, electronic flashcards, and over two hours of additional audio review. All exam objectives, as well as essential PMP topics, concepts, and key terms are covered.Prepares

  3. Gender discrimination in exam grading?

    DEFF Research Database (Denmark)

    Rangvid, Beatrice Schindler

    2018-01-01

    Girls, on average, obtain higher test scores in school than boys, and recent research suggests that part of this difference may be due to discrimination against boys in grading. This bias is consequential if admission to subsequent education programs is based on exam scores. This study assesses t...... tendencies are in accordance with statistical discrimination as a mechanism for grading bias in essay writing and with gender-stereotyped beliefs of math being a male domain....... are scored twice (blind and non-blind). Both strategies use difference-in-differences methods. Although imprecisely estimated, the point estimates indicate a blind grading advantage for boys in essay writing of approximately 5-8% SD, corresponding to 9-15% of the gender gap in essay exam grades. The effect...

  4. Nd2Fe14C-based magnet with better permanent magnetic properties prepared by a simple mechanochemical method

    Science.gov (United States)

    Geng, Hongmin; Ji, Yuan; Zhang, Jingjing; Gao, Yuchao; Yan, Yu; Wang, Wenquan; Su, Feng; Du, Xiaobo

    2017-11-01

    Nd2Fe14C-based magnet is prepared by a mechanochemical method, namely high-energy ball-milling Nd2Fe11Bx (x = 0-0.15) alloy in heptane (C7H16), followed by annealing to 850 °C in vacuum. Under the action of high-energy ball-milling, Nd2Fe11Bx react with heptane to form NdH2+δ, Fe-(CB), C, etc. H2 is released and Nd2Fe17, Nd2Fe17Cx (x = 0-3), Nd2Fe14C, Nd carbides and α-Fe are formed in the subsequent annealing. C amount depends on ball-milling time t. Long time ball milling or high C content suppresses the formation of 2:17 phase and favors the formation of 2:14:1 phase in the final products. Excessive ball-milling results in the quick increase of α-Fe. The maximum of magnetically hard Nd2Fe14C is obtained at t = 4 h. For Nd2Fe11 samples, there exists considerable quantity of Nd carbides and α-Fe phase appears earlier and increases rapidly with extending the ball-milling time t. The addition of B element shortens the ball-milling time of the formation of maximum Nd2Fe14C and prominently suppresses the formation of Nd carbide and α-Fe. The optimum magnetic properties, coercivity iHc of 1193.7 kA/m, remanence Mr of 580.9 kA/m, maximum magnetic energy product (BH)max of 91.7 kJ/m3 is approaching to its theoretic value of 99.2 kJ/m3 for isotropic Nd2Fe14C magnet, are obtained in Nd2Fe11B0.06 alloy ball milled for 3.5 h.

  5. Washback Effect of University Entrance exams in Applied Mathematics to Social Sciences.

    Science.gov (United States)

    Rodríguez-Muñiz, Luis J; Díaz, Patricia; Mier, Verónica; Alonso, Pedro

    2016-01-01

    Curricular issues of subject Applied Mathematics to Social Sciences are studied in relation to university entrance exams performed in several Spanish regions between 2009-2014. By using quantitative and qualitative analyses, it has been studied how these exams align with curriculum and how they produce a washback on curriculum and teachers' work. Additionally, one questionnaire about teachers' practices has been performed, in order to find out how the exams are influencing teaching methodology development. Main results obtained show that evaluation is producing a bias on the official curriculum, substantially simplifying the specific orientation that should guide applied mathematics. Furthermore, teachers' practices are influenced by the exams, and they usually approach their teaching methodology to the frequent types of exams. Also, slight differences among the teachers lead to distinguish two behavioral subgroups. Results can also be useful in an international context, because of the importance of standardized exit exams in OECD countries.

  6. Washback Effect of University Entrance exams in Applied Mathematics to Social Sciences

    Science.gov (United States)

    Díaz, Patricia; Mier, Verónica; Alonso, Pedro

    2016-01-01

    Curricular issues of subject Applied Mathematics to Social Sciences are studied in relation to university entrance exams performed in several Spanish regions between 2009–2014. By using quantitative and qualitative analyses, it has been studied how these exams align with curriculum and how they produce a washback on curriculum and teachers’ work. Additionally, one questionnaire about teachers’ practices has been performed, in order to find out how the exams are influencing teaching methodology development. Main results obtained show that evaluation is producing a bias on the official curriculum, substantially simplifying the specific orientation that should guide applied mathematics. Furthermore, teachers’ practices are influenced by the exams, and they usually approach their teaching methodology to the frequent types of exams. Also, slight differences among the teachers lead to distinguish two behavioral subgroups. Results can also be useful in an international context, because of the importance of standardized exit exams in OECD countries. PMID:27936103

  7. The Veterans Affairs Saint Louis University mental status exam (SLUMS exam) and the Mini-mental status exam as predictors of mortality and institutionalization.

    Science.gov (United States)

    Cruz-Oliver, D M; Malmstrom, T K; Allen, C M; Tumosa, N; Morley, J E

    2012-07-01

    To evaluate predictive validity of cognitive dysfunction of the Saint Louis University mental status (SLUMS) exam or mini-mental state exam (MMSE) for institutionalization and mortality after 7.5-years. Longitudinal study. Geriatric Research, Education and Clinical Center Veterans Affairs Hospital St. Louis, MO. Patients (N=705) were screened for cognitive dysfunction in 2003 using the SLUMS exam and MMSE, and mortality and institutionalization up to 7.5-years later were evaluated as outcome measures. The associations between outcome measures and MMSE and SLUMS exam total scores, and cognitive status were examined using Kaplan-Meier curves and Cox proportional-hazards regression. Five hundred thirty-three charts were reviewed, 176/533(33%) patients had died and 31/526 (6%) were institutionalized during 7.5-year follow-up period. All subjects were male with a mean age of 75 years and most had high school education or greater (71%). MMSE dementia, SLUMS dementia (ps<.001) and MCI (p<.05) groups had significantly lower survival rates than normal cognition group in the Kaplan-Meier curves. Scores classified as dementia on SLUMS (HR=2.4, 95% CI 1.6-3.7; p <.001) or MMSE (HR=2.3, 95% CI 1.5-3.6; p <.001) both predicted mortality and, also, institutionalization (SLUMS: HR=3.5, 95% CI 1.3-9.1; p <.01; MMSE: HR=3.8, 95% CI 1.6-9.0; p <.001) after adjustment for covariates. Unadjusted SLUMS exam MCI predicted morality (HR=1.5, 95% CI 1.1-2.2; p <.019) but not institutionalization. The SLUMS exam and MMSE both predict mortality and institutionalization for male patients screened as positive for dementia.

  8. Validating the Use of AP® Exam Scores for College Course Placement. Research Report 2013-2

    Science.gov (United States)

    Patterson, Brian F.; Ewing, Maureen

    2013-01-01

    The Advanced Placement Program® (AP®) was created to provide access to rigorous, college-level curricula to motivated and prepared high school students. This study evaluated whether the AP Exam scores from the summative exams associated with 10 courses were valid for the placement of students into higher-level college courses in the subject area…

  9. Do Collaborative Exams Really Promote Learning?

    Science.gov (United States)

    Miller, Scott; James, C. Renee

    2018-01-01

    Collaborative, two-stage exams are becoming more popular in physics and astronomy courses, and their supposed benefits in terms of collaborative learning have been reported in the field of physics. In a collaborative, two-stage exam, students first complete an exam individually. Once that portion of the exam is over, students then retake all or part of the exam within a group, where they are able to discuss the questions with their peers and arrive at a common answer. While there are a number of papers that discuss the purported benefits of this method from a collaborative point of view, few, if any discuss the actual benefits in terms of student learning. One paper found that when students were presented with previous exam questions a few weeks later, they performed better on questions covered previously in the group portion of the exam compared to similar questions which were tested but not part of the group portion. But, when students were retested on exam questions which were administered earlier, roughly six to seven weeks beforehand, no difference was found in their performance on the two sets of questions.We present preliminary findings comparing student performance levels on multiple sets of exam questions administered to students in an introductory astronomy course where two-stage exams are administered. Questions were administered first in an exam during the course of the semester, then again during a final exam. During the semester exams, one set of questions was also contained within the group portion of the exam, while questions similar in concept and difficulty were not. A comparison of student performance on these two sets of questions are compared to evaluate the usefulness of collaborative exams to promote learning.

  10. Developing a prelicensure exam for Canada: an international collaboration.

    Science.gov (United States)

    Hobbins, Bonnie; Bradley, Pat

    2013-01-01

    Nine previously conducted studies indicate that Elsevier's HESI Exit Exam (E(2)) is 96.36%-99.16% accurate in predicting success on the National Council Licensure Examination for Registered Nurses. No similar standardized exam is available in Canada to predict Canadian Registered Nurse Examination (CRNE) success. Like the E(2), such an exam could be used to evaluate Canadian nursing students' preparedness for the CRNE, and scores on the numerous subject matter categories could be used to guide students' remediation efforts so that, ultimately, they are successful on their first attempt at taking the CRNE. The international collaboration between a HESI test construction expert and a nursing faculty member from Canada, who served as the content expert, resulted in the development of a 180-item, multiple-choice/single-answer prelicensure exam (PLE) that was pilot tested with Canadian nursing students (N = 175). Item analysis data obtained from this pilot testing were used to develop a 160-item PLE, which includes an additional 20 pilot test items. The estimated reliability of this exam is 0.91, and it exhibits congruent validity with the CRNE because the PLE test blueprint mimics the CRNE test blueprint. Copyright © 2013 Elsevier Inc. All rights reserved.

  11. Alternative models of entrance exams and access to higher education: the case of the Czech Republic

    Czech Academy of Sciences Publication Activity Database

    Konečný, Tomáš; Basl, J.; Mysliveček, Jan; Simonová, N.

    2012-01-01

    Roč. 63, č. 2 (2012), s. 219-235 ISSN 0018-1560 Institutional support: PRVOUK-P23 Keywords : higher education * admission exams * educational equity Subject RIV: AO - Sociology, Demography Impact factor: 0.937, year: 2012

  12. Attendance and Exam Performance at University

    OpenAIRE

    David O. Allen; Don J. Webber

    2006-01-01

    Marburger (2006) explored the link between absenteeism and exam performance by assessing the impact on absenteeism of removing a university wide policy of mandatory attendance for a single class. His results indicate that while an attendance policy has a strong impact on reducing absenteeism the link between absenteeism and exam performance is weak.This paper presents an alternative exploration into the link between absenteeism and exam performance by assessing the impact of implementing a mo...

  13. Radiation Exposure from Medical Exams and Procedures

    Science.gov (United States)

    Fact Sheet Adopted: January 2010 Health Physics Society Specialists in Radiation Safety Radiation Exposure from Medical Exams and Procedures Ionizing radiation is used daily in hospitals and clinics ...

  14. Clinic exam room design: present and future.

    Science.gov (United States)

    Freihoefer, Kara; Nyberg, Gary; Vickery, Christine

    2013-01-01

    This article aims to deconstruct various design qualities and strategies of clinic exam rooms, and discuss how they influence users' interaction and behavior in the space. Relevant literature supports the advantages and disadvantages of different design strategies. Annotated exam room prototypes illustrate the design qualities and strategies discussed. Advancements in technology and medicine, along with new legislative policies, are influencing the way care providers deliver care and ultimately clinic exam room designs. The patient-centered medical home model has encouraged primary care providers to make patients more active leaders of their health plan which will influence the overall functionality and configuration of clinic exam rooms. Specific design qualities discussed include overall size, location of doors and privacy curtains, positioning of exam tables, influence of technology in the consultation area, types of seating, and placement of sink and hand sanitizing dispensers. In addition, future trends of exam room prototypes are presented. There is a general lack of published evidence to support design professionals' design solutions for outpatient exam rooms. Future research should investigate such topics as the location of exam tables and privacy curtains as they relate to patient privacy; typical size and location of consultation table as it relates to patient connection and communication; and placement of sinks and sanitization dispensers as they relate to frequency and patterns of usage. Literature review, outpatient, technology, visual privacy.

  15. X-Ray Exam: Neck (For Parents)

    Science.gov (United States)

    ... Staying Safe Videos for Educators Search English Español X-Ray Exam: Neck KidsHealth / For Parents / X-Ray Exam: ... Neck Enlarged Adenoids Croup Sinusitis Getting an X-ray (Video) X-Ray (Video) View more Partner Message About Us ...

  16. Dialogic oral exam in nursing education: A qualitative study of nursing students' perceptions.

    Science.gov (United States)

    Turjamaa, Riitta; Hynynen, Marja-Anneli; Mikkonen, Irma; Ylinen, Eeva-Riitta

    2018-03-01

    The purpose of this articl is to explore nursing students' experiences of dialogic group oral exams used in the assessment of a medical nursing course. We discuss a small-group, educator-facilitated exam (dialogue exam). The data were gathered in April 2015 via an online survey including open questions. The participants were nursing students (n = 58) at a University of Applied Sciences. The data were subjected to inductive content analysis. The results suggest that students' experiences of the dialogue exam can be represented by four themes: context bound dynamics, new shared understanding, verified competences and holistic nursing care. The students liked the dialogue exam format, preferring it to the traditional individual written exam. The prerequisite for successful use of the dialogue exam format is that candidates perceived the exam situation as safe. Students need to be given information about the schedule and assessment criteria beforehand and should have some experience of the format. Copyright © 2017 Elsevier Ltd. All rights reserved.

  17. Video exams and the external examiners

    DEFF Research Database (Denmark)

    Qvist, Palle

    to the Master’s programme. The programme offers streamed videos in combination with other learning resources. Oral exams have been mediated with the help of Skype and later with Adobe Connect Professional. It has for all participants - students, examiners and external examiners – been both a challenge...... and an opportunity which has brought about new knowledge and experience. All students in the MPBL Master’s programme responded to a questionnaire [1] that they did not cheat or receive any help from outside. It was also shown that the more experience the respondents had with video exams, the more satisfied they were...... with the exams. Almost all respondents thought that video exams gave the external examiner the possibility to ensure that the demands were in accordance with the defined outcomes and see to that the exams were completed in accordance with the rules. This paper presents results from a questionnaire focusing...

  18. Head First PMP A Brain-Friendly Guide to Passing the Project Management Professional Exam

    CERN Document Server

    Stellman, Andrew

    2008-01-01

    Media Reviews "I have been doing project management for over 30 years and am considered a subject matter expert in the PMBOK(r) Guide -Third Edition primarily because I am the Project Manager who led the team that developed this edition. As a consultant I was hired to review and evaluate eight of the top selling PMP Exam Preparation books for their accuracy in following the PMBOK® Guide - Third Edition. I have developed and taught a PMP Exam Prep course for a leading R.E.P., and taught PMP Exam preparation classes for PMI Chapters. I can honestly say that Head First PMP is by far the best P

  19. Radiation exams in occupational medical evaluations

    International Nuclear Information System (INIS)

    Gelsleichter, A.M.; Hunh, A.; Nandi, D.M.

    2017-01-01

    Introduction: In occupational medicine, medical care must be geared toward the prevention of worker health. However, occupational medical exams often seek only through rigorous screening, reduce absenteeism, and thus increase productivity. To meet this goal, many institutions include radiological examinations indiscriminately in their medical and expert evaluations, contrary to the principle of justification. Objective: To provide a reflection about the presence of radiological exams in occupational medical evaluations. Methodology: Literary review including legislation related to the research topic. Results: Portaria 453/98 ANVISA prohibits the performance of radiological examinations for employment or expert purposes, except in cases where the exam may bring a benefit to the health of the individual examined or to society. However, in some situations the Norma Regulamentadora number 7 of the Ministry of Labor and Employment provides for radiological exams as a parameter for monitoring occupational exposure. Article 168 of the Consolidation of Labor Laws also prescribes that additional examinations may be required, at the medical discretion, to determine the physical and mental fitness of the employee for the job. Conclusion: Although there are legal provisions that prohibit and others that allow radiological exams in medical occupational evaluations, companies and institutions should take into account that any radiological exam has a risk involved and should not request them in a compulsory and indiscriminate manner. Radiological exams are only permissible to elucidate the diagnostic hypothesis produced by clinical evaluation, in order to provide a real benefit for the individual

  20. Corpo e masculinidade na revista VIP Exame Body and masculinity in the magazine VIP Exame

    Directory of Open Access Journals (Sweden)

    Marko Monteiro

    2001-01-01

    Full Text Available Nesse artigo elaboro comentários teóricos acerca de novas formas de se vivenciar a corporalidade presentes contemporaneamente, a partir da análise da revista masculina VIP Exame. O texto baseia-se numa pesquisa que incluiu uma observação dentro da redação da revista e análise de materiais impressos, centrando-se na forma como a revista aborda o corpo masculino e coloca a preocupação com a aparência como importante para uma masculinidade bem sucedida. Com base nestes dados busco avaliar, a partir de perspectivas feministas e sobre o corpo, a influência do valor dado ao corpo e ao seu monitoramento reflexivo na constituição de identidades de gênero.In this article I elaborate theoretical comments on the subject of corporeality and the new forms of experiencing the body that are present in contemporary times. On the basis of a research with a Brazilian men's magazine, VIP Exame, which involved the analysis of issues of the magazine as well as an observation of the working process of the reporters and journalists, I focus my comments on the way the masculine body is treated by the magazine and how a discourse emerges on masculinity where attention to "good looks" becomes an important feature of a successful masculinity. On the basis of these observations I go on to discuss feminist and other theories of the subject, in order to understand how the reflexive monitoring of the body is increasingly important in the constitution of gender identities.

  1. Exam-busting tips how to pass exams the easy way

    CERN Document Server

    Anderson, Gary

    2005-01-01

    The one-stop expert guide to coordinating your lifestyle and your revision during any exam period, for all levels of education For many people, exams represent weeks of furious last-minute cramming and days of torturous apocalyptic judgement. This guide is designed to ease that academic angst. It's time to say goodbye to anxious exam-day tension and embrace the tranquillity of organization.

  2. Do continuous assessment results affect final exam outcomes? Evidence from a microeconomics course

    Directory of Open Access Journals (Sweden)

    Juan Carlos Reboredo

    2017-04-01

    Full Text Available Continuous assessment aims to enhance student learning and understanding of a subject and so achieve better educational outcomes. We investigated how continuous assessment grades affected final exam grades. Using a dataset for six academic post-Bologna Process years (2009-2015 for a first-year undergraduate microeconomics course offered at a Spanish public university, we examined conditional dependence between continuous assessment and final exam grades. Our results would indicate a limited contribution of continuous assessment results to final exam results: the probability of the final exam performance improving on the continuous assessment grade was lower than the probability of the opposite occurring. A consistent exception, however, was students who obtained an A grade for continuous assessment. Our results would cast some doubt on the beneficial effects of continuous assessment advocated by the Bologna Process.

  3. The association between creatinine versus cystatin C-based eGFR and cardiovascular risk in children with chronic kidney disease using a modified PDAY risk score.

    Science.gov (United States)

    Sharma, Sheena; Denburg, Michelle R; Furth, Susan L

    2017-08-01

    Children with chronic kidney disease (CKD) have a high prevalence of cardiovascular disease (CVD) risk factors which may contribute to the development of cardiovascular events in adulthood. Among adults with CKD, cystatin C-based estimates of glomerular filtration rate (eGFR) demonstrate a stronger predictive value for cardiovascular events than creatinine-based eGFR. The PDAY (Pathobiological Determinants of Atherosclerosis in Youth) risk score is a validated tool used to estimate the probability of advanced coronary atherosclerotic lesions in young adults. To assess the association between cystatin C-based versus creatinine-based eGFR (eGFR cystatin C and eGFR creatinine, respectively) and cardiovascular risk using a modified PDAY risk score as a proxy for CVD in children and young adults. We performed a cross-sectional study of 71 participants with CKD [median age 15.5 years; inter-quartile range (IQR) 13, 17], and 33 healthy controls (median age 15.1 years; IQR 13, 17). eGFR was calculated using age-appropriate creatinine- and cystatin C-based formulas. Median eGFR creatinine and eGFR cystatin C for CKD participants were 50 (IQR 30, 75) and 53 (32, 74) mL/min/1.73 m 2 , respectively. For the healthy controls, median eGFR creatinine and eGFR cystatin were 112 (IQR 85, 128) and 106 mL/min/1.73m 2 (95, 123) mL/min/1.73 m 2 , respectively. A modified PDAY risk score was calculated based on sex, age, serum lipoprotein concentrations, obesity, smoking status, hypertension, and hyperglycemia. Modified PDAY scores ranged from -2 to 20. The Spearman's correlations of eGFR creatinine and eGFR cystatin C with coronary artery PDAY scores were -0.23 (p = 0.02) and -0.28 (p = 0.004), respectively. Ordinal logistic regression also showed a similar association of higher eGFR creatinine and higher eGFR cystatin C with lower PDAY scores. When stratified by age creatinine and eGFR cystatin C with PDAY score were modest and similar in children [-0.29 (p = 0.008) vs. -0.32 (p = 0

  4. Oral Exams as a Tool for Teaching and Assessment

    Science.gov (United States)

    Sayre, Eleanor C.

    2014-01-01

    Oral exams are a fruitful and practical alternative to written exams in small-enrolment Science classes. In an oral exam, the instructor can assess conceptual understanding, problem-solving, scientific communication skills, and a student's philosophy of science. In contrast, a written exam gives a much poorer picture of how students learn and…

  5. Physics Exam Preparation: A Comparison of Three Methods

    Science.gov (United States)

    Fakcharoenphol, Witat; Stelzer, Timothy

    2014-01-01

    In this clinical study on helping students prepare for an exam, we compared three different treatments. All students were asked to take a practice exam. One group was then given worked-out solutions for that exam, another group was given the solutions and targeted exercises to do as homework based on the result of their practice exam, and the…

  6. UOP FIN 571 Final Exam Guide New

    OpenAIRE

    ADMIN

    2018-01-01

    UOP FIN 571 Final Exam Guide New Check this A+ tutorial guideline at http://www.fin571assignment.com/fin-571-uop/fin-571-final-exam-guide -latest For more classes visit http://www.fin571assignment.com Question 1 The underlying assumption of the dividend growth model is that a stock is worth: A. An amount computed as the next annual dividend divided by the required rate of return. B. An amount computed as the next annual dividend divided by the ma...

  7. School Quality, Exam Performance and Career Choice

    NARCIS (Netherlands)

    Dustmann, C.; Rajah, N.; van Soest, A.H.O.

    1998-01-01

    The purpose of this paper is to examine the effects of school quality on performance in national exams and the career decision at age 16. We use micro data for the UK, which provides a rich set of variables on parental background, previous achievements, and community variables. We find that,

  8. Redesigning the MCAT exam: balancing multiple perspectives.

    Science.gov (United States)

    Schwartzstein, Richard M; Rosenfeld, Gary C; Hilborn, Robert; Oyewole, Saundra Herndon; Mitchell, Karen

    2013-05-01

    The authors of this commentary discuss the recently completed review of the current Medical College Admission Test (MCAT), which has been used since 1991, and describe the blueprint for the new test that will be introduced in 2015. The design of the MCAT exam reflects changes in medical education, medical science, health care delivery, and the needs of the populations served by graduates of U.S. and Canadian medical schools. The authors describe how balancing the ambitious goals for the new exam and the varying priorities of the testing program's many stakeholders made blueprint design complex. They discuss the tensions and trade-offs that characterized the design process as well as the deliberations and data that shaped the blueprint.The blueprint for the MCAT exam balances the assessment of a broad range of competencies in the natural, social, and behavioral sciences and critical analysis and reasoning skills that are essential to entering students' success in medical school. The exam will include four sections: Biological and Biochemical Foundations of Living Systems; Chemical and Physical Foundations of Biological Systems; Psychological, Social, and Biological Foundations of Behavior; and Critical Analysis and Reasoning Skills.The authors also offer recommendations for admission committees, advising them to review applicants' test scores, course work, and other academic, personal, and experiential credentials as part of a holistic admission process and in relation to their institutions' educational, scientific, clinical, and service-oriented goals.

  9. English-Spanish Verbatim Translation Exam.

    Science.gov (United States)

    Stansfield, Charles W.; And Others

    The development and validation of the English-Spanish Verbatim Translation Exam (ESVTE) is described. The test is for use by the Federal Bureau of Investigation (FBI) in the selection of applicants for the positions of Language Specialist or Contract Linguist. The report is divided into eight sections. Section 1 describes the need for the test,…

  10. X-Ray Exam: Cervical Spine

    Science.gov (United States)

    ... Staying Safe Videos for Educators Search English Español X-Ray Exam: Cervical Spine KidsHealth / For Parents / X-Ray ... MRI): Lumbar Spine Broken Bones Getting an X-ray (Video) X-Ray (Video) View more Partner Message About Us ...

  11. X-Ray Exam: Femur (Upper Leg)

    Science.gov (United States)

    ... Staying Safe Videos for Educators Search English Español X-Ray Exam: Femur (Upper Leg) KidsHealth / For Parents / X- ... Muscles, and Joints Broken Bones Getting an X-ray (Video) X-Ray (Video) View more Partner Message About Us ...

  12. Introducing Standardized EFL/ESL Exams

    Science.gov (United States)

    Laborda, Jesus Garcia

    2007-01-01

    This article presents the features, and a brief comparison, of some of the most well-known high-stakes exams. They are classified in the following fashion: tests that only include multiple-choice questions, tests that include writing and multiple-choice questions, and tests that include speaking questions. The tests reviewed are: BULATS, IELTS,…

  13. Chapter 9: Questions from CNEN specific exams

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2018-04-01

    The following are real questions from CNEN specific exams for obtaining the certification of RSO for gamma irradiators. These are questions that require essay answers, that are interpretative ones and therefore that may accept more than one interpretation, therefore more than one answer. For this reason, suggestions of answers will be presented in the second part of this chapter.

  14. Chapter 9: Questions from CNEN specific exams

    International Nuclear Information System (INIS)

    2018-01-01

    The following are real questions from CNEN specific exams for obtaining the certification of RSO for gamma irradiators. These are questions that require essay answers, that are interpretative ones and therefore that may accept more than one interpretation, therefore more than one answer. For this reason, suggestions of answers will be presented in the second part of this chapter

  15. [Why are some high achievers on the course final exam unsuccessful on the proficiency exam in English?].

    Science.gov (United States)

    Matsunuma, Mitsuyasu

    2009-04-01

    This study examined why some high achievers on the course final exam were unsuccessful on the proficiency exam in English. We hypothesized that the learning motives and learning behaviors (learning strategy, learning time) had different effects on the outcomes of the exams. First, the relation between the variables was investigated using structural equation modeling. Second, the learning behaviors of students who got good marks on both exams were compared with students who did well only on the course final exam. The results were as follows. (a) Learning motives influenced test performance via learning behaviors. (b) Content-attached motives influenced all variables concerning learning behaviors. (c) Content-detached motives influenced all variables concerning learning behaviors that were related only to the course final exam. (d) The students who got good marks on both exams performed the learning behaviors that were useful on the proficiency exam more frequently than the students who did well only on the course final exam.

  16. Evaluating multiple-choice exams in large introductory physics courses

    OpenAIRE

    Gary Gladding; Tim Stelzer; Michael Scott

    2006-01-01

    The reliability and validity of professionally written multiple-choice exams have been extensively studied for exams such as the SAT, graduate record examination, and the force concept inventory. Much of the success of these multiple-choice exams is attributed to the careful construction of each question, as well as each response. In this study, the reliability and validity of scores from multiple-choice exams written for and administered in the large introductory physics courses at the Unive...

  17. An algorithm for calculating exam quality as a basis for performance-based allocation of funds at medical schools.

    Science.gov (United States)

    Kirschstein, Timo; Wolters, Alexander; Lenz, Jan-Hendrik; Fröhlich, Susanne; Hakenberg, Oliver; Kundt, Günther; Darmüntzel, Martin; Hecker, Michael; Altiner, Attila; Müller-Hilke, Brigitte

    2016-01-01

    The amendment of the Medical Licensing Act (ÄAppO) in Germany in 2002 led to the introduction of graded assessments in the clinical part of medical studies. This, in turn, lent new weight to the importance of written tests, even though the minimum requirements for exam quality are sometimes difficult to reach. Introducing exam quality as a criterion for the award of performance-based allocation of funds is expected to steer the attention of faculty members towards more quality and perpetuate higher standards. However, at present there is a lack of suitable algorithms for calculating exam quality. In the spring of 2014, the students' dean commissioned the "core group" for curricular improvement at the University Medical Center in Rostock to revise the criteria for the allocation of performance-based funds for teaching. In a first approach, we developed an algorithm that was based on the results of the most common type of exam in medical education, multiple choice tests. It included item difficulty and discrimination, reliability as well as the distribution of grades achieved. This algorithm quantitatively describes exam quality of multiple choice exams. However, it can also be applied to exams involving short assay questions and the OSCE. It thus allows for the quantitation of exam quality in the various subjects and - in analogy to impact factors and third party grants - a ranking among faculty. Our algorithm can be applied to all test formats in which item difficulty, the discriminatory power of the individual items, reliability of the exam and the distribution of grades are measured. Even though the content validity of an exam is not considered here, we believe that our algorithm is suitable as a general basis for performance-based allocation of funds.

  18. An algorithm for calculating exam quality as a basis for performance-based allocation of funds at medical schools

    Directory of Open Access Journals (Sweden)

    Kirschstein, Timo

    2016-05-01

    Full Text Available Objective: The amendment of the Medical Licensing Act (ÄAppO in Germany in 2002 led to the introduction of graded assessments in the clinical part of medical studies. This, in turn, lent new weight to the importance of written tests, even though the minimum requirements for exam quality are sometimes difficult to reach. Introducing exam quality as a criterion for the award of performance-based allocation of funds is expected to steer the attention of faculty members towards more quality and perpetuate higher standards. However, at present there is a lack of suitable algorithms for calculating exam quality.Methods: In the spring of 2014, the students‘ dean commissioned the „core group“ for curricular improvement at the University Medical Center in Rostock to revise the criteria for the allocation of performance-based funds for teaching. In a first approach, we developed an algorithm that was based on the results of the most common type of exam in medical education, multiple choice tests. It included item difficulty and discrimination, reliability as well as the distribution of grades achieved. Results: This algorithm quantitatively describes exam quality of multiple choice exams. However, it can also be applied to exams involving short assay questions and the OSCE. It thus allows for the quantitation of exam quality in the various subjects and – in analogy to impact factors and third party grants – a ranking among faculty. Conclusion: Our algorithm can be applied to all test formats in which item difficulty, the discriminatory power of the individual items, reliability of the exam and the distribution of grades are measured. Even though the content validity of an exam is not considered here, we believe that our algorithm is suitable as a general basis for performance-based allocation of funds.

  19. Brief Report: The Autism Mental Status Examination--Development of a Brief Autism-Focused Exam

    Science.gov (United States)

    Grodberg, David; Weinger, Paige M.; Kolevzon, Alexander; Soorya, Latha; Buxbaum, Joseph D.

    2012-01-01

    The Autism Mental Status Examination (AMSE) described here is an eight-item observational assessment that prompts the observation and recording of signs and symptoms of autism spectrum disorders (ASD). The AMSE is intended to take place seamlessly in the context of a clinical exam and produces a total score. Subjects were independently…

  20. Alternative models of entrance exams and access to higher education: the case of the Czech Republic

    Czech Academy of Sciences Publication Activity Database

    Konečný, Tomáš; Basl, J.; Mysliveček, Jan; Simonová, Natalie

    2012-01-01

    Roč. 63, č. 2 (2012), s. 219-235 ISSN 0018-1560 R&D Projects: GA ČR GA403/08/0109 Institutional research plan: CEZ:AV0Z70850503; CEZ:AV0Z70280505 Keywords : higher education * admission exams * educational equity Subject RIV: AO - Sociology, Demography Impact factor: 0.937, year: 2012

  1. Validating Performance Level Descriptors (PLDs) for the AP® Environmental Science Exam

    Science.gov (United States)

    Reshetar, Rosemary; Kaliski, Pamela; Chajewski, Michael; Lionberger, Karen

    2012-01-01

    This presentation summarizes a pilot study conducted after the May 2011 administration of the AP Environmental Science Exam. The study used analytical methods based on scaled anchoring as input to a Performance Level Descriptor validation process that solicited systematic input from subject matter experts.

  2. Behavioral economics and diabetic eye exams.

    Science.gov (United States)

    Williams, Andrew M; Liu, Peggy J; Muir, Kelly W; Waxman, Evan L

    2018-07-01

    Diabetic retinopathy is a common microvascular complication of diabetes mellitus and is the leading cause of new blindness among working-age adults in the United States. Timely intervention to prevent vision loss is possible with early detection by regular eye examinations. Unfortunately, adherence to recommended annual diabetic eye exams is poor. Public health interventions have targeted traditional barriers to care, such as cost and transportation, with limited success. Behavioral economics provides an additional framework of concepts and tools to understand low screening rates and to promote regular diabetic eye exams for populations at risk. In particular, behavioral economics outlines biases and heuristics that affect decision-making and underlie pervasive barriers to care, such as not viewing diabetic eye exams as a priority or perceiving oneself as too healthy to need an examination. In this review, we examine the literature on the use of behavioral economics interventions to promote regular diabetic eye exams. From the results of the included studies, we outline how concepts from behavioral economics can improve eye examination rates. In particular, the default bias, present bias, and self-serving bias play a significant role in precluding regular diabetic eye examinations. Potential tools to mitigate these biases include leveraging default options, using reminder messages, providing behavioral coaching, applying commitment contracts, offering financial incentives, and personalizing health messages. When combined with traditional public health campaigns, insights from behavioral economics can improve understanding of pervasive barriers to care and offer additional strategies to promote regular preventive eye care for patients with diabetes. Copyright © 2018 Elsevier Inc. All rights reserved.

  3. Evaluating Multiple-Choice Exams in Large Introductory Physics Courses

    Science.gov (United States)

    Scott, Michael; Stelzer, Tim; Gladding, Gary

    2006-01-01

    The reliability and validity of professionally written multiple-choice exams have been extensively studied for exams such as the SAT, graduate record examination, and the force concept inventory. Much of the success of these multiple-choice exams is attributed to the careful construction of each question, as well as each response. In this study,…

  4. Enhanced Security for Online Exams Using Group Cryptography

    Science.gov (United States)

    Jung, I. Y.; Yeom, H. Y.

    2009-01-01

    While development of the Internet has contributed to the spread of online education, online exams have not been widely adopted. An online exam is defined here as one that takes place over the insecure Internet, and where no proctor is in the same location as the examinees. This paper proposes an enhanced secure online exam management environment…

  5. Effect of Paper Color and Question Order on Exam Performance

    Science.gov (United States)

    Tal, Ilanit R.; Akers, Katherine G.; Hodge, Gordon K.

    2008-01-01

    To deter cheating, teachers commonly use exams printed on differently colored paper or with varied question orders. Previous studies, however, reported that paper color and question order affect exam performance and suggested that teachers should adjust students' scores accordingly and discontinue the use of alternate exam forms. We conducted 2…

  6. Perceptions of students on the physical exams in clinical nursing practice

    Directory of Open Access Journals (Sweden)

    Maria de Fátima Lima de Oliveira

    2016-05-01

    Full Text Available Objective: to understand the perceptions of students from an undergraduate course in nursing on the importance of physical exams in clinical nursing practice. Methods: a qualitative study with 12 students of a private institution. For data analysis, the method of interpretation of meanings was used, based on the hermeneutic-dialectic perspective. Results: directions have been identified which give the physical exam an objective dimension, in which the accuracy of propaedeutic techniques is essential, and a relational dimension in which to give meaning to human actions permeated by subjectivity, new forms of production clinical nursing care are used. Conclusion: the physical exam contributes to the development of critical thinking in nursing care for the safety of the patient and autonomy to act in the scope of the clinical practice.

  7. Security+ study guide study guide and practice exam

    CERN Document Server

    Dubrawsky, Ido; Dubrawsky

    2007-01-01

    Over 700,000 IT Professionals Have Prepared for Exams with Syngress Authored Study GuidesThe Security+ Study Guide & Practice Exam is a one-of-a-kind integration of text and and Web-based exam simulation and remediation. This system gives you 100% coverage of official CompTIA Security+ exam objectives plus test preparation software for the edge you need to achieve certification on your first try! This system is comprehensive, affordable, and effective!* Completely Guaranteed Coverage of All Exam ObjectivesAll five Security+ domains are covered in full: General Securi

  8. Physics exam preparation: A comparison of three methods

    Directory of Open Access Journals (Sweden)

    Witat Fakcharoenphol

    2014-03-01

    Full Text Available In this clinical study on helping students prepare for an exam, we compared three different treatments. All students were asked to take a practice exam. One group was then given worked-out solutions for that exam, another group was given the solutions and targeted exercises to do as homework based on the result of their practice exam, and the third group was given the solutions, homework, and also an hour of one-on-one tutoring. Participants from all three conditions significantly outperformed the control group on the midterm exam. However, participants that had one-on-one tutoring did not outperform the other two participant groups.

  9. Dose measurement in periapical radiographic exams using dosemeter pen: a look at the radioprotection

    International Nuclear Information System (INIS)

    Oliveira, Renato; Ferreira, Vanessa; Pereira, Claubia; Oliveira, Arno H.; Veloso, M.A.F.

    2011-01-01

    The use of radiology has been a large increase with the crescent accessibility to dental care, orthodontics and aesthetic. Besides the increase in the number of exams, there was an increase in radiation dose during dental exams such as computed tomography. The objective of this work is to evaluate the radiation dose to which the patient is subjected in a peri apical dental radiography. The dose values were measured with a dosimeter pen during radiographs in real exams peri apical with the X-ray equipment Timex 70 C Gnatus. During the exams realization, was maintained, in the holder, the dosimeter pen near to the region of interest. The values collected were recorded in dosimeter pen. These values were compared with the reference doses of the Portaria 453 of ANVISA, this procedure allows to verify if the recommended dose limits for this exam are being respected. These data indicates if the used equipment is calibrated and in good condition of use. It was performed a comparison between the obtained experimental dose values and the values found from computer simulation with the code MCNPX 2.6.0. (author)

  10. Dose measurement in periapical radiographic exams using dosemeter pen: a look at the radioprotection

    Energy Technology Data Exchange (ETDEWEB)

    Oliveira, Renato; Ferreira, Vanessa, E-mail: vanessamachado@ufmg.br [Curso Superior de Tecnologia em Radiologia. Faculdade de Medicina. Universidade Federal de Minas Gerais, Belo Horizonte, MG (Brazil); Pereira, Claubia; Oliveira, Arno H.; Veloso, M.A.F., E-mail: gbarros@nuclear.ufmg.br, E-mail: claubia@nuclear.ufmg.br, E-mail: heeren@nuclear.ufmg.br, E-mail: Dora@nuclear.ufmg.br [Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG (Brazil). Dept. de Engenharia Nuclear

    2011-07-01

    The use of radiology has been a large increase with the crescent accessibility to dental care, orthodontics and aesthetic. Besides the increase in the number of exams, there was an increase in radiation dose during dental exams such as computed tomography. The objective of this work is to evaluate the radiation dose to which the patient is subjected in a peri apical dental radiography. The dose values were measured with a dosimeter pen during radiographs in real exams peri apical with the X-ray equipment Timex 70 C Gnatus. During the exams realization, was maintained, in the holder, the dosimeter pen near to the region of interest. The values collected were recorded in dosimeter pen. These values were compared with the reference doses of the Portaria 453 of ANVISA, this procedure allows to verify if the recommended dose limits for this exam are being respected. These data indicates if the used equipment is calibrated and in good condition of use. It was performed a comparison between the obtained experimental dose values and the values found from computer simulation with the code MCNPX 2.6.0. (author)

  11. Relationship between manual dexterity and the unified parkinson's disease rating scale-motor exam.

    Science.gov (United States)

    Hwang, Sujin; Song, Chiang-Soon

    2016-12-01

    [Purpose] The purpose of this study was to examine the relationships between manual dexterity and the Unified Parkinson's Disease Rating Scale-Motor Exam as a clinical tool for quantifying upper extremity function in persons with Parkinson's disease. [Subjects and Methods] Thirty-two persons with idiopathic Parkinson's disease participated in this study. This study measured two clinical outcomes, the box-and-block test and the Unified Parkinson's Disease Rating Scale-Motor Exam, to investigate the relationships between manual dexterity and the Unified Parkinson's Disease Rating Scale-Motor Exam. [Results] The box-and-block test on the more affected side was positive relationship with the box-and-block test on the less affected side. The Unified Parkinson's Disease Rating Scale-motor exam score had a negative correlation with the box-and-block test results for both sides. [Conclusion] A positive association was noted between manual dexterity and motor function in patients with idiopathic Parkinson disease. The results of this study suggest that the box-and-block test and the Unified Parkinson's Disease Rating Scale-Motor Exam are good clinical measures that quantify upper extremity function and are necessary for the accurate evaluation of patients and to plan intervention strategies.

  12. Assessment of the relationship between stress and temporomandibular joint disorder in female students before university entrance exam (Konkour exam).

    Science.gov (United States)

    Mottaghi, Ahmad; Razavi, S Mohammad; Pozveh, Elham Zamani; Jahangirmoghaddam, Milad

    2011-12-01

    Temporomandibular joint is one of the most complicated joints of the body and plays an important role in the head and neck system. One of the factors affecting the temporomandibular joint and lead to temporomandibular disorder is anxiety with all the events causing it. The aim of this study was to determine a relationship between anxiety and temporomandibular disorders. In this prospective study, subjects were randomly selected. One hundred and thirty pre-university students in Isfahan were evaluated with Ketel's test of anxiety, exam stress test and temporomandibular disorder questionnaires. The evaluation was done in two stages 10 months and 1 month prior to the university entrance exam (Konkour), clinical assessments consisted of masticatory muscles and sternocleidomastoid muscle palpation, temporomandibular joint palpation for pain and noise and its movement, and mouth opening limitations. The Wilcoxon rank test and paired t-test were used to analyze the data and the P value under 0.05 was considered significant. The level of anxiety and occurrence of temporomandibular disorders were increased between two stages and had the highest level in the second stage. There was a significant increase between two stages (Ptemporomandibular disorders and anxiety between the two stages can suggest a possible relationship between anxiety and temporomandibular disorders. Therefore, the effect of anxiety in triggering temporomandibular disorder symptoms is probable.

  13. MCSE Core Elective Exams in a Nutshell Covers exams 70-270, 70-297, and 70-298

    CERN Document Server

    Bhardwaj, Pawan

    2006-01-01

    For Windows XP and Windows Server 2003 administrators preparing forMicrosoft Certified Systems Engineer (MCSE) core exam 70-270, and core exams 70-297, and 70-298, this book is invaluable. Not only does it provide the resources you need to succeed on the exams, but to succeed in the real world as well. Think of this book as the notes you would have taken if you were to capture every essential nugget of information related to the skills measured in the core elective exams. To begin with, MCSE Core Elective Exams in a Nutshell allows you to see all of the topics expected for mastery in each

  14. OCP exam 1Z0-063

    CERN Document Server

    Freeman, Robert G

    2014-01-01

    An updated guide for an updated certification exam! As the most popular database software in the world, Oracle Database 12c has been updated for the first time in nearly six years and the changes are significant. This study guide reviews how Oracle 12c allows multiple instances to be used simultaneously via the cloud. You''ll sharpen your skills to prepare for the three levels of certification: Oracle Certified Associate, Oracle Certified Professional, and Oracle Certified Master. Workbook exercise appendix, test engine, chapter review questions, electronic flashcards, searchable PDF glossary

  15. Diagnostic Accuracy of Secondary Ultrasound Exam in Blunt Abdominal Trauma

    International Nuclear Information System (INIS)

    Rajabzadeh Kanafi, Alireza; Giti, Masoumeh; Gharavi, Mohammad Hossein; Alizadeh, Ahmad; Pourghorban, Ramin; Shekarchi, Babak

    2014-01-01

    In stable patients with blunt abdominal trauma, accurate diagnosis of visceral injuries is crucial. To determine whether repeating ultrasound exam will increase the sensitivity of focused abdominal sonography for trauma (FAST) through revealing additional free intraperitoneal fluid in patients with blunt abdominal trauma. We performed a prospective observational study by performing primary and secondary ultrasound exams in blunt abdominal trauma patients. All ultrasound exams were performed by four radiology residents who had the experience of more than 400 FAST exams. Five routine intraperitoneal spaces as well as the interloop space were examined by ultrasound in order to find free fluid. All patients who expired or were transferred to the operating room before the second exam were excluded from the study. All positive ultrasound results were compared with intra-operative and computed tomography (CT) findings and/or the clinical status of the patients. Primary ultrasound was performed in 372 patients; 61 of them did not undergo secondary ultrasound exam; thus, were excluded from the study.Three hundred eleven patients underwent both primary and secondary ultrasound exams. One hundred and two of all patients were evaluated by contrast enhanced CT scan and 31 underwent laparotomy. The sensitivity of ultrasound exam in detecting intraperitoneal fluid significantly increased from 70.7% for the primary exam to 92.7% for the secondary exam. Examining the interloop space significantly improved the sensitivity of ultrasonography in both primary (from 36.6% to 70.7%) and secondary (from 65.9% to 92.7%) exams. Performing a secondary ultrasound exam in stable blunt abdominal trauma patients and adding interloop space scan to the routine FAST exam significantly increases the sensitivity of ultrasound in detecting intraperitoneal free fluid

  16. Sleep and Final Exam Performance in Introductory Physics

    Science.gov (United States)

    Coletta, Vincent; Wikholm, Colin; Pascoe, Daniel

    2018-03-01

    Most physics instructors believe that adequate sleep is important in order for students to perform well on problem solving, and many instructors advise students to get plenty of sleep the night before an exam. After years of giving such advice to students at Loyola Marymount University (LMU), one of us decided to find out how many hours students actually do sleep the night before an exam, and how that would relate to their performance. The effect of inadequate sleep on exam performance was explored in a second-semester introductory physics course. At the end of the final exam, students reported the number of hours they slept the night before. Sleep deprivation corresponded to lower final exam scores. The main purpose of this study is to provide evidence that instructors can provide to their students to convince them that their time is better spent sleeping rather than studying all night before an exam.

  17. Adaptive selection of heuristics for improving exam timetables

    OpenAIRE

    Burke, Edmund; Qu, Rong; Soghier, Amr

    2014-01-01

    This paper presents a hyper-heuristic approach which hybridises low-level heuristic moves to improve timetables. Exams which cause a soft-constraint violation in the timetable are ordered and rescheduled to produce a better timetable. It is observed that both the order in which exams are rescheduled and the heuristic moves used to reschedule the exams and improve the timetable affect the quality of the solution produced. After testing different combinations in a hybrid hyper-heuristic approac...

  18. Comptia Network+ review guide exam N10-006

    CERN Document Server

    Ferguson, Bill

    2015-01-01

    Be prepared for the Network+ exam CompTIA Network+ Review Guide is your ideal study companion for preparing for the CompTIA Network+ exam (N10-006). This concise review is the perfect companion to the CompTIA Network+ Study Guide and the CompTIA Network+ Deluxe Study Guide, with full exam coverage organized by objective for quick review and reinforcement of key topics. Each of the book's five parts is devoted to a specific domain area of the exam, providing a focused review to bolster areas of weak understanding. You get access to the Sybex test engine, which includes two bonus practice tests

  19. Eleventh Hour Network+ Exam N10-004 Study Guide

    CERN Document Server

    Alpern, Naomi

    2009-01-01

    The 11th Hour Network+ Study Guide is keyed to the N10-004 revision of the CompTIA Network+ exam. This book is streamlined to include only core certification information and is presented for ease of last-minute studying. Main objectives of the exam are covered with key concepts highlighted. ..: ..; Fast Facts quickly review fundamentals ..; Exam Warnings highlight particularly tough sections of the exam ..; Crunch Time sidebars point out key concepts to remember ..; Did You Know? sidebars cover sometimes forgotten details ..; Top Five Toughest Questions and answers help you to prepare ..

  20. Physics exam preparation: A comparison of three methods

    OpenAIRE

    Witat Fakcharoenphol; Timothy Stelzer

    2014-01-01

    In this clinical study on helping students prepare for an exam, we compared three different treatments. All students were asked to take a practice exam. One group was then given worked-out solutions for that exam, another group was given the solutions and targeted exercises to do as homework based on the result of their practice exam, and the third group was given the solutions, homework, and also an hour of one-on-one tutoring. Participants from all three conditions significantly outperforme...

  1. CompTIA Linux+ study guide exam LX0-103 and exam LX0-104

    CERN Document Server

    Bresnahan, Christine

    2015-01-01

    CompTIA Authorized Linux+ prepCompTIA Linux+ Study Guide is your comprehensive study guide for the Linux+ Powered by LPI certification exams. With complete coverage of 100% of the objectives on both exam LX0-103 and exam LX0-104, this study guide provides clear, concise information on all aspects of Linux administration, with a focus on the latest version of the exam. You'll gain the insight of examples drawn from real-world scenarios, with detailed guidance and authoritative coverage of key topics, including GNU and Unix commands, system operation, system administration, system services, secu

  2. LPIC-1 Linux Professional Institute certification study guide exam 101-400 and exam 102-400

    CERN Document Server

    Bresnahan, Christine

    2015-01-01

    Thorough LPIC-1 exam prep, with complete coverage and bonus study tools LPIC-1Study Guide is your comprehensive source for the popular Linux Professional Institute Certification Level 1 exam, fully updated to reflect the changes to the latest version of the exam. With 100% coverage of objectives for both LPI 101 and LPI 102, this book provides clear and concise information on all Linux administration topics and practical examples drawn from real-world experience. Authoritative coverage of key exam topics includes GNU and UNIX commands, devices, file systems, file system hierarchy, user interf

  3. Providing Opportunities for Argumentation in Science Exam Settings

    Science.gov (United States)

    Swanson, Lauren; Solorza, Ruben; Fissore, Cinzia

    2018-01-01

    This article explores undergraduates' efforts to engage in scientific argumentation during exam settings. Thirteen undergraduate students enrolled in an environmental science course completed exams with questions linked around a central theme. Three types of questions were used, including those that prompted students to construct scientific…

  4. The Red Effect, Anxiety, and Exam Performance: A Multistudy Examination

    Science.gov (United States)

    Smajic, Adnan; Merritt, Stephanie; Banister, Christina; Blinebry, Amanda

    2014-01-01

    Laboratory studies have established a negative relationship between the color red and academic performance. This research examined whether this effect would generalize to classroom performance and whether anxiety and negative affect might mediate the effect. In two studies, students taking classroom exams were randomly assigned an exam color. We…

  5. Prior-to-Exam: What Activities Enhance Performance?

    Science.gov (United States)

    Rhoads, C. J.; Healy, Therese

    2013-01-01

    Can instructors impact their student performance by recommending an activity just prior to taking an exam? In this study, college students were randomly assigned to one of three treatment groups (study, exercise, or meditation) or a control group. Each group was given two different types of tests; a traditional concept exam, and a non-traditional…

  6. Observing and Deterring Social Cheating on College Exams

    Science.gov (United States)

    Fendler, Richard J.; Yates, Michael C.; Godbey, Johnathan M.

    2018-01-01

    This research introduces a unique multiple choice exam design to observe and measure the degree to which students copy answers from their peers. Using data collected from the exam, an empirical experiment is conducted to determine whether random seat assignment deters cheating relative to a control group of students allowed to choose their seats.…

  7. Final Exam Weighting as Part of Course Design

    Science.gov (United States)

    Franke, Matthew

    2018-01-01

    The weighting of a final exam or a final assignment is an essential part of course design that is rarely discussed in pedagogical literature. Depending on the weighting, a final exam or assignment may provide unequal benefits to students depending on their prior performance in the class. Consequently, uncritical grade weighting can discount…

  8. Preparing Students to Take SOA/CAS Exam FM/2

    Science.gov (United States)

    Marchand, Richard J.

    2014-01-01

    This paper provides suggestions for preparing students to take the actuarial examination on financial mathematics, SOA/CAS Exam FM/2. It is based on current practices employed at Slippery Rock University, a small public liberal arts university. Detailed descriptions of our Theory of Interest course and subsequent Exam FM/2 prep course are provided…

  9. The Management Skills of Exam Process for Undergraduate Students

    Science.gov (United States)

    Cetin, Filiz; Cetin, Saban

    2017-01-01

    This study aims to identify to what degree undergraduate students are able to manage the exam process to be successful in exams. The study group of the research, which utilizes the survey model, consists of 350 students in total, 185 female and 165 male, attending 4 different teaching programs in Faculty of Education, Gazi University. "The…

  10. Automating Exams for a Statistics Course: II. A Case Study.

    Science.gov (United States)

    Michener, R. Dean; And Others

    A specific application of the process of automating exams for any introductory statistics course is described. The process of automating exams was accomplished by using the Statistical Test Item Collection System (STICS). This system was first used to select a set of questions based on course requirements established in advance; afterward, STICS…

  11. Commitment to Study as a Technique to Improve Exam Performance.

    Science.gov (United States)

    Leeming, Frank C.

    1997-01-01

    Reports on a technique that could increase study time by reducing procrastination. Randomly selected college students (N=197) made written commitments to study for an exam. Students in the commitment condition reported significantly more study time than did students in a control group; they also performed significantly better on the exam. (RJM)

  12. Approaches to Studying and Academic Performance in Short Essay Exams

    Science.gov (United States)

    Minbashian, Amirali; Huon, Gail F.; Bird, Kevin D.

    2004-01-01

    Previous research has generally failed to find a relation between the way students approach the task of studying and their exam grades. The present study investigated why it is that a deep approach to studying, which has been shown to result in a higher quality of learning, does not consistently result in higher exam grades. The participants in…

  13. Class size, type of exam and student achievement

    DEFF Research Database (Denmark)

    Madsen, Erik

    Education as a road to growth has been on the political agenda in recent years and promoted not least by the institutions of higher education. At the same time the universities have been squeezed for resources for a long period and the average class size has increased as a result. However......, the production technology for higher education is not well known and this study highlights the relation between class size and student achievement using a large dataset of 80.000 gradings from the Aarhus School of Business. The estimations show a large negative effect of larger classes on the grade level...... of students. The type of exam also has a large and significant effect on student achievements and oral exam, take-home exam and group exam reward the student with a significantly higher grade compared with an on-site written exam....

  14. Class Size, Type of Exam and Student Achievement

    DEFF Research Database (Denmark)

    Madsen, Erik Strøjer

    2011-01-01

    Education as a road to growth has been on the political agenda in recent years and promoted not least by the institutions of higher education. At the same time the universities have been squeezed for resources for a long period and the average class size has increased as a result. However......, the production technology for higher education is not well known and this study highlights the relation between class size and student achievement using a large dataset of 80.000 gradings from the Aarhus School of Business. The estimations show a large negative effect of larger classes on the grade level...... of students. The type of exam also has a large and significant effect on student achievements and oral exam, take-home exam and group exam reward the student with a significantly higher grade compared with an on-site written exam....

  15. Final Exam Weighting as Part of Course Design

    Directory of Open Access Journals (Sweden)

    Matthew Franke

    2018-03-01

    Full Text Available The weighting of a final exam or a final assignment is an essential part of course design that is rarely discussed in pedagogical literature. Depending on the weighting, a final exam or assignment may provide unequal benefits to students depending on their prior performance in the class. Consequently, uncritical grade weighting can discount student learning, by ensuring that improved mastery of material at the semester’s end is not reflected in the course grade. Problems related to several common final exam weights are explored, as are potential solutions to unequal student outcomes made possible by uncritical grade weighting. Ultimately, this essay argues that choosing a weight for a final exam or a final assignment determines what types of student success ought to be possible in the class; therefore, instructors should assign exam weights intentionally, being fully aware of the potential benefits and problems of the weights that they choose.

  16. Follow-groups, Enhancing Learning Potential at Project Exams

    DEFF Research Database (Denmark)

    Tollestrup, Christian H. T.

    2016-01-01

    In the Problem Based, Project Oriented Learning Program of Industrial Design Engineering at AAU students work and are examined/evaluated in groups. Following a period of a 6 years of ban on group-based exams by the government, the return of the group-based exam at Universities in 2014 has...... and the supervisor. Having the group based exam re-introduced sparked the interest for even further utilizing the exam situation for enhancing the learning outcome for each project and at the same time promote a more open atmosphere. Can the students learn even more and/or put their own project learning...... into perspective by seeing other project exams? So in order to investigate whether there was a possibility to further enhance the learning potential and understanding of the learning outcome the study board for the Architecture & Design program opened for a trial period for 2 semesters for voluntarily organizing...

  17. Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses

    Science.gov (United States)

    Wright, Christian D.; Eddy, Sarah L.; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E.

    2016-01-01

    Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved groups. In this study, we examined whether and to what extent the characteristics of instructor-generated tests impact the exam performance of male and female and middle/high- and low-socioeconomic status (SES) students enrolled in introductory biology courses. We collected exam scores for 4810 students from 87 unique exams taken across 3 yr of the introductory biology series at a large research university. We determined the median Bloom’s level and the percentage of constructed-response questions for each exam. Despite controlling for prior academic ability in our models, we found that males and middle/high-SES students were disproportionately favored as the Bloom’s level of exams increased. Additionally, middle/high-SES students were favored as the proportion of constructed-response questions on exams increased. Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level. We discuss possible explanations for our findings and how they might impact how we assess our students. PMID:27252299

  18. Performance Analysis of Exam Gloves Used for Aseptic Rodent Surgery

    Science.gov (United States)

    LeMoine, Dana M; Bergdall, Valerie K; Freed, Carrie

    2015-01-01

    Aseptic technique includes the use of sterile surgical gloves for survival surgeries in rodents to minimize the incidence of infections. Exam gloves are much less expensive than are surgical gloves and may represent a cost-effective, readily available option for use in rodent surgery. This study examined the effectiveness of surface disinfection of exam gloves with 70% isopropyl alcohol or a solution of hydrogen peroxide and peracetic acid (HP–PA) in reducing bacterial contamination. Performance levels for asepsis were met when gloves were negative for bacterial contamination after surface disinfection and sham ‘exertion’ activity. According to these criteria, 94% of HP–PA-disinfected gloves passed, compared with 47% of alcohol-disinfected gloves. In addition, the effect of autoclaving on the integrity of exam gloves was examined, given that autoclaving is another readily available option for aseptic preparation. Performance criteria for glove integrity after autoclaving consisted of: the ability to don the gloves followed by successful simulation of wound closure and completion of stretch tests without tearing or observable defects. Using this criteria, 98% of autoclaved nitrile exam gloves and 76% of autoclaved latex exam gloves met performance expectations compared with the performance of standard surgical gloves (88% nitrile, 100% latex). The results of this study support the use of HP–PA-disinfected latex and nitrile exam gloves or autoclaved nitrile exam gloves as viable cost-effective alternatives to sterile surgical gloves for rodent surgeries. PMID:26045458

  19. Performance analysis of exam gloves used for aseptic rodent surgery.

    Science.gov (United States)

    LeMoine, Dana M; Bergdall, Valerie K; Freed, Carrie

    2015-05-01

    Aseptic technique includes the use of sterile surgical gloves for survival surgeries in rodents to minimize the incidence of infections. Exam gloves are much less expensive than are surgical gloves and may represent a cost-effective, readily available option for use in rodent surgery. This study examined the effectiveness of surface disinfection of exam gloves with 70% isopropyl alcohol or a solution of hydrogen peroxide and peracetic acid (HP-PA) in reducing bacterial contamination. Performance levels for asepsis were met when gloves were negative for bacterial contamination after surface disinfection and sham 'exertion' activity. According to these criteria, 94% of HP-PA-disinfected gloves passed, compared with 47% of alcohol-disinfected gloves. In addition, the effect of autoclaving on the integrity of exam gloves was examined, given that autoclaving is another readily available option for aseptic preparation. Performance criteria for glove integrity after autoclaving consisted of: the ability to don the gloves followed by successful simulation of wound closure and completion of stretch tests without tearing or observable defects. Using this criteria, 98% of autoclaved nitrile exam gloves and 76% of autoclaved latex exam gloves met performance expectations compared with the performance of standard surgical gloves (88% nitrile, 100% latex). The results of this study support the use of HP-PA-disinfected latex and nitrile exam gloves or autoclaved nitrile exam gloves as viable cost-effective alternatives to sterile surgical gloves for rodent surgeries.

  20. Evaluating multiple-choice exams in large introductory physics courses

    Directory of Open Access Journals (Sweden)

    Gary Gladding

    2006-07-01

    Full Text Available The reliability and validity of professionally written multiple-choice exams have been extensively studied for exams such as the SAT, graduate record examination, and the force concept inventory. Much of the success of these multiple-choice exams is attributed to the careful construction of each question, as well as each response. In this study, the reliability and validity of scores from multiple-choice exams written for and administered in the large introductory physics courses at the University of Illinois, Urbana-Champaign were investigated. The reliability of exam scores over the course of a semester results in approximately a 3% uncertainty in students’ total semester exam score. This semester test score uncertainty yields an uncertainty in the students’ assigned letter grade that is less than 1 / 3 of a letter grade. To study the validity of exam scores, a subset of students were ranked independently based on their multiple-choice score, graded explanations, and student interviews. The ranking of these students based on their multiple-choice score was found to be consistent with the ranking assigned by physics instructors based on the students’ written explanations ( r>0.94 at the 95% confidence level and oral interviews (r=0.94−0.09+0.06 .

  1. FLEX: A Modular Software Architecture for Flight License Exam

    Science.gov (United States)

    Arsan, Taner; Saka, Hamit Emre; Sahin, Ceyhun

    This paper is about the design and implementation of an examination system based on World Wide Web. It is called FLEX-Flight License Exam Software. We designed and implemented flexible and modular software architecture. The implemented system has basic specifications such as appending questions in system, building exams with these appended questions and making students to take these exams. There are three different types of users with different authorizations. These are system administrator, operators and students. System administrator operates and maintains the system, and also audits the system integrity. The system administrator can not be able to change the result of exams and can not take an exam. Operator module includes instructors. Operators have some privileges such as preparing exams, entering questions, changing the existing questions and etc. Students can log on the system and can be accessed to exams by a certain URL. The other characteristic of our system is that operators and system administrator are not able to delete questions due to the security problems. Exam questions can be inserted on their topics and lectures in the database. Thus; operators and system administrator can easily choose questions. When all these are taken into consideration, FLEX software provides opportunities to many students to take exams at the same time in safe, reliable and user friendly conditions. It is also reliable examination system for the authorized aviation administration companies. Web development platform - LAMP; Linux, Apache web server, MySQL, Object-oriented scripting Language - PHP are used for developing the system and page structures are developed by Content Management System - CMS.

  2. The impact of high-stakes school admission exams on study achievements: quasi-experimental evidence from Slovakia

    Czech Academy of Sciences Publication Activity Database

    Federičová, Miroslava; Münich, Daniel

    2017-01-01

    Roč. 30, č. 4 (2017), s. 1069-1092 ISSN 0933-1433 R&D Projects: GA ČR(CZ) GBP402/12/G130 Institutional support: RVO:67985998 Keywords : high-stakes exams * students’ motivation * achievement Subject RIV: AH - Economics OBOR OECD: Applied Economics , Econometrics Impact factor: 1.136, year: 2016

  3. The impact of high-stakes school admission exams on study achievements: quasi-experimental evidence from Slovakia

    Czech Academy of Sciences Publication Activity Database

    Federičová, Miroslava; Münich, Daniel

    2017-01-01

    Roč. 30, č. 4 (2017), s. 1069-1092 ISSN 0933-1433 Institutional support: Progres-Q24 Keywords : high-stakes exams * students’ motivation * achievement Subject RIV: AH - Economics OBOR OECD: Applied Economics , Econometrics Impact factor: 1.136, year: 2016

  4. The Devil's in the Details: Evidence from the GED on Large Effects of Small Differences in High Stakes Exams

    Science.gov (United States)

    Tyler, John H.; Murnane, Richard J.; Willett, John B.

    2004-01-01

    As part of standards-based educational reform efforts, more than 40 states will soon require students to achieve passing scores on standardized exams in order to obtain a high school diploma. Currently, many states are struggling with the design of their examination systems, debating such questions as which subjects should be tested, what should…

  5. CCNA Security Study Guide, Exam 640-553

    CERN Document Server

    Boyles, Tim

    2010-01-01

    A complete study guide for the new CCNA Security certification exam. In keeping with its status as the leading publisher of CCNA study guides, Sybex introduces the complete guide to the new CCNA security exam. The CCNA Security certification is the first step towards Cisco's new Cisco Certified Security Professional (CCSP) and Cisco Certified Internetworking Engineer-Security. With a foreword by CCNA networking authority Todd Lammle, CCNA Security Study Guide fully covers every exam objective. The companion CD includes the Sybex Test Engine, flashcards, and a PDF of the book.: The CCNA Securit

  6. Computer-aided training exam creation and personnel records management

    International Nuclear Information System (INIS)

    Lawton, R.K.; Louche, K.A.

    1985-01-01

    A problem has existed in nuclear power plant training departments about how to choose questions for examinations without instructor bias, how to permanently store this exam so that it can be reconstructed, how to statistically analyze class, instructor, and student performance, and how to keep accurate, easily accessible records of all training. The design of the software package discussed in the paper is such that a complete record of classes, quizzes, exams, instructors, and analysis is available for each trainee. The need for classes is automatically available from the computer with randomly created exams available on request

  7. Hot topics flashcards for passing the PMP and CAPM exams

    CERN Document Server

    Mulcahy, Rita

    2013-01-01

    If you are looking for a way to prepare for the PMP or the CAPM exam that fits into your busy schedule, these flashcards are it. Now you can study at the office, on a plane or even in your car with RMC's portable and extremely valuable Hot Topics Exam Flashcards-in hard copy or audio CD format. Over 300 of the most important and difficult to recall PMP® and CAPM® exam-related terms and concepts are now available for study as you drive, fly or take your lunch break. Order them both!

  8. AWS certified solutions architect official study guide associate exam

    CERN Document Server

    Baron, Joe; Bixler, Tim; Gaut, Biff; Kelly, Kevin E; Senior, Sean; Stamper, John

    2017-01-01

    This is your opportunity to take the next step in your career by expanding and validating your skills on the AWS cloud. AWS has been the frontrunner in cloud computing products and services, and the AWS Certified Solutions Architect Official Study Guide for the Associate exam will get you fully prepared through expert content, and real-world knowledge, key exam essentials, chapter review questions, access to Sybex's interactive online learning environment, and much more. This official study guide, written by AWS experts, covers exam concepts, and provides key review on exam topics, including: * Mapping Multi-Tier Architectures to AWS Services, such as web/app servers, firewalls, caches and load balancers * Understanding managed RDBMS through AWS RDS (MySQL, Oracle, SQL Server, Postgres, Aurora) * Understanding Loose Coupling and Stateless Systems * Comparing Different Consistency Models in AWS Services * Understanding how AWS CloudFront can make your application more cost efficient, faster and secure * Implem...

  9. The Effect of Aromatherapy on Level of Exam Anxiety Among Nursing Students in Alborz University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    S. Khoshkesht

    2015-05-01

    Full Text Available Background: Exam anxiety and reduce of that, is one of the problems of educational systems. The aim of this study was to investigate the effect of aromatherapy on level of exam anxiety among nursing students in Alborz University of Medical Sciences. Methods: This is a triple blind clinical trial on 91 nursing students of Alborz University of Medical Sciences which have been sampled simply and randomized divided into group A and group B. Vital signs and Spielberg state–trait anxiety inventory were measured and recorded at baseline and 5 minutes after intervention and after exam .Then, the students were asked to place the bottle of aroma (lavender or sterile water at a distance of 5 cm of nose and inhale for 10 minutes. Half of students were exposed to bottles that fulfilled by 5 drops of lavender essential oil and half of them were exposed to bottles that fulfilled by 5 drops of sterile water that labeled as A or B and was blind for subjects, researchers and analyzer. After analysis, content of each bottle was disclosed. Results: The results showed that there were meaningful difference between average exam anxiety, pulse and systolic blood pressure along the time (P=0.000, 0.023, 0.009. Conclusion: These results showed that although aromatherapy has been not meaningful statistical effective but can reduce the exam anxiety in nursing student along the time.

  10. Are study strategies related to medical licensing exam performance?

    Science.gov (United States)

    West, Courtney; Kurz, Terri; Smith, Sherry; Graham, Lori

    2014-11-02

    To examine the relationship between study strategies and performance on a high stakes medical licensing exam entitled the United States Medical Licensing Examination Step 1. The action research project included seventy nine student participants at the Texas A & M Health Science Center College of Medicine during their pre-clinical education. Data collection included pre-matriculation and matriculation academic performance data, standardized exam data, and the Learning and Study Strategies Instrument. Multiple regression analyses were conducted. For both models, the dependent variable was the Step 1 score, and the independent variables included Medical College Admission Test, Undergraduate Grade Point Average, Year 1 Average, Year 2 Average, Customized National Board of Medical Examiners Average, Comprehensive Basic Science Exam score, and Learning and Study Strategy Instrument sub-scores. Model 2 added Comprehensive Basic Science Self-Assessment average. Concentration (Model 1 - β = .264; Model 2 - β = .254) was the only study strategy correlated with Step 1 performance. The other statistically significant predictors were Customized National Board of Medical Examiners Average (β = .315) and Year 2 Average (β = .280) in Model 1 and Comprehensive Basic Science Self-Assessment Average (β = .338) in Model 2. There does appear to be a relationship between the study strategy concentration and Step 1 licensing exam performance. Teaching students to practice and utilize certain techniques to improve concentration skills when preparing for and taking exams may help improve licensing exam scores.

  11. Does Question Structure Affect Exam Performance in the Geosciences?

    Science.gov (United States)

    Day, E. A.; D'Arcy, M. K.; Craig, L.; Streule, M. J.; Passmore, E.; Irving, J. C. E.

    2015-12-01

    The jump to university level exams can be challenging for some students, often resulting in poor marks, which may be detrimental to their confidence and ultimately affect their overall degree class. Previous studies have found that question structure can have a strong impact on the performance of students in college level exams (see Gibson et al., 2015, for a discussion of its impact on physics undergraduates). Here, we investigate the effect of question structure on the exam results of geology and geophysics undergraduate students. Specifically, we analyse the performance of students in questions that have a 'scaffolded' framework and compare them to their performance in open-ended questions and coursework. We also investigate if observed differences in exam performance are correlated with the educational background and gender of students, amongst other factors. It is important for all students to be able to access their degree courses, no matter what their backgrounds may be. Broadening participation in the geosciences relies on removing systematic barriers to achievement. Therefore we recommend that exams are either structured with scaffolding in questions at lower levels, or students are explicitly prepared for this transition. We also recommend that longitudinal studies of exam performance are conducted within individual departments, and this work outlines one approach to analysing performance data.

  12. Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses.

    Science.gov (United States)

    Wright, Christian D; Eddy, Sarah L; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E

    2016-01-01

    Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved groups. In this study, we examined whether and to what extent the characteristics of instructor-generated tests impact the exam performance of male and female and middle/high- and low-socioeconomic status (SES) students enrolled in introductory biology courses. We collected exam scores for 4810 students from 87 unique exams taken across 3 yr of the introductory biology series at a large research university. We determined the median Bloom's level and the percentage of constructed-response questions for each exam. Despite controlling for prior academic ability in our models, we found that males and middle/high-SES students were disproportionately favored as the Bloom's level of exams increased. Additionally, middle/high-SES students were favored as the proportion of constructed-response questions on exams increased. Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level. We discuss possible explanations for our findings and how they might impact how we assess our students. © 2016 C. D. Wright, S. L. Eddy, et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  13. [Docimological analysis of the anatomy test for the PCEMII final exam in Dakar].

    Science.gov (United States)

    Ouedraogo, T; Dia, A; Lo, E A; Cisse, A M; Ndiaye, A; Mauppin, J M; Sow, M L; Mudry, J N; Benkhelil, J

    1991-01-01

    This docimological analysis is based on computer treatment of the results of the anatomy exam for the two sessions of July (159 candidates) and October (56 candidates) of the identification questions, discrimination questions, coupling (paining), grouping, association and diagram labelling. The results were appraised following certain parameters: the gross score revealed a rather low average score for the whole class (14.57 and 9.57 over 30): the low success rate in July and the average figure of October indicate, in general, either the difficulty of the questions for the students or a bad reception of the message; the bad discrimination index, since only 21% of the questions are of the discriminatory type. This finding pointed to a revision of 50 of the 68 questions of July and 53 of the 68 questions of October. On the whole, only 15 questions, over the two sessions, could have been kept unchanged for an eventual bank (stock of data): The correlation coefficient has showed a significant relation between success in the anatomy subject and success in the PCEM2 exam. This work has showed the possibilities that computers may offer in the teaching of anatomy and the evaluation of students. Besides, it emphasizes the importance of the anatomy grade in the PCEM2 exam. Finally, the mode evaluation used help exploring the various levels of the cognitive areas (memorization, interpretation of data, problem-solving) and to build up a bank of anatomy questions.

  14. CompTIA Security+ Review Guide Exam SY0-301

    CERN Document Server

    Stewart, James M

    2011-01-01

    Reinforce your preparation for CompTIA's new Security+ exam with this focused review tool Before you take CompTIA's new Security+ exam SY0-301, reinforce your learning with a thorough review and lots of practice. The new edition of this concise guide helps you do just that. It covers all six domains of exam SY0-301, all exam objectives, and includes a helpful "Exam Essentials" section after each domain to help you zero in on what you need to know for the exam. A companion CD offers additional study tools, including two complete practice exams, over a hundred electronic flashcards, and more.Rev

  15. Diagnosis of Alzheimer's disease in Brazil: Supplementary exams

    Directory of Open Access Journals (Sweden)

    Paulo Caramelli

    Full Text Available Abstract This article presents a review of the recommendations on supplementary exams employed for the clinical diagnosis of Alzheimer's disease (AD in Brazil published in 2005. A systematic assessment of the consensus reached in other countries, and of articles on AD diagnosis in Brazil available on the PUBMED and LILACS medical databases, was carried out. Recommended laboratory exams included complete blood count, serum creatinine, thyroid stimulating hormone (TSH, albumin, hepatic enzymes, Vitamin B12, folic acid, calcium, serological reactions for syphilis and serology for HIV in patients aged younger than 60 years with atypical clinical signs or suggestive symptoms. Structural neuroimaging, computed tomography or - preferably - magnetic resonance exams, are indicated for diagnostic investigation of dementia syndrome to rule out secondary etiologies. Functional neuroimaging exams (SPECT and PET, when available, increase diagnostic reliability and assist in the differential diagnosis of other types of dementia. The cerebrospinal fluid exam is indicated in cases of pre-senile onset dementia with atypical clinical presentation or course, for communicant hydrocephaly, and suspected inflammatory, infectious or prion disease of the central nervous system. Routine electroencephalograms aid the differential diagnosis of dementia syndrome with other conditions which impair cognitive functioning. Genotyping of apolipoprotein E or other susceptibility polymorphisms is not recommended for diagnostic purposes or for assessing the risk of developing the disease. Biomarkers related to the molecular alterations in AD are largely limited to use exclusively in research protocols, but when available can contribute to improving the accuracy of diagnosis of the disease.

  16. Effective dose and cancer risk in PET/CT exams

    International Nuclear Information System (INIS)

    Pinto, Gabriella M.; Sa, Lidia Vasconcellos de

    2013-01-01

    Due to the use of radiopharmaceutical positron-emitting in PET exam and realization of tomography by x-ray transmission in CT examination, an increase of dose with hybrid PET/CT technology is expected. However, differences of doses have been reported in many countries for the same type of procedure. It is expected that the dose is an influent parameter to standardize the protocols of PET/CT. This study aimed to estimate the effective doses and absorbed in 65 patients submitted to oncological Protocol in a nuclear medicine clinic in Rio de Janeiro, considering the risk of induction of cancer from the scan. The CT exam-related doses were estimated with a simulator of PMMA and simulated on the lmPACT resistance, which for program effective dose, were considered the weight factors of the lCRP 103. The PET exam doses were estimated by multiplying the activity administered to the patient with the ICRP dose 80 factors. The radiological risk for cancer incidence were estimated according to the ICRP 103. The results showed that the effective dose from CT exam is responsible for 70% of the effective total in a PET/CT scan. values of effective dose for the PET/CT exam reached average values of up to 25 mSv leading to a risk of 2, 57 x 10 -4 . Considering that in staging of oncological diseases at least four tests are performed annually, the total risk comes to 1,03x 10 -3

  17. Using the Folstein Mini Mental State Exam (MMSE) to explore methodological issues in cognitive aging research.

    Science.gov (United States)

    Monroe, Todd; Carter, Michael

    2012-09-01

    Cognitive scales are used frequently in geriatric research and practice. These instruments are constructed with underlying assumptions that are a part of their validation process. A common measurement scale used in older adults is the Folstein Mini Mental State Exam (MMSE). The MMSE was designed to screen for cognitive impairment and is used often in geriatric research. This paper has three aims. Aim one was to explore four potential threats to validity in the use of the MMSE: (1) administering the exam without meeting the underlying assumptions, (2) not reporting that the underlying assumptions were assessed prior to test administration, (3) use of variable and inconsistent cut-off scores for the determination of presence of cognitive impairment, and (4) failure to adjust the scores based on the demographic characteristics of the tested subject. Aim two was to conduct a literature search to determine if the assumptions of (1) education level assessment, (2) sensory assessment, and (3) language fluency were being met and clearly reported in published research using the MMSE. Aim three was to provide recommendations to minimalize threats to validity in research studies that use cognitive scales, such as the MMSE. We found inconsistencies in published work in reporting whether or not subjects meet the assumptions that underlie a reliable and valid MMSE score. These inconsistencies can pose threats to the reliability of exam results. Fourteen of the 50 studies reviewed reported inclusion of all three of these assumptions. Inconsistencies in reporting the inclusion of the underlying assumptions for a reliable score could mean that subjects were not appropriate to be tested by use of the MMSE or that an appropriate test administration of the MMSE was not clearly reported. Thus, the research literature could have threats to both validity and reliability based on misuse of or improper reported use of the MMSE. Six recommendations are provided to minimalize these threats

  18. Carbon 1s photoemission line analysis of C-based adsorbate on (111)In{sub 2}O{sub 3} surface: The influence of reducing and oxidizing conditions

    Energy Technology Data Exchange (ETDEWEB)

    Brinzari, V., E-mail: vbrinzari@mail.ru [State University of Moldova, Chisinau, str. Mateevich 60A, MD-2009, Republic of Moldova (Moldova, Republic of); Cho, B.K. [Gwangju Institute of Science and Technology, Gwangju (Korea, Republic of); Korotcenkov, G., E-mail: ghkoro@yahoo.com [Gwangju Institute of Science and Technology, Gwangju (Korea, Republic of)

    2016-12-30

    Highlights: • C 1s PE line of (111)In{sub 2}O{sub 3} layer after cleaning and gas probing in HV was studied. • C 1s line fine structure is formed by various residual C-based adsorbates. • Some C 1s line features were interpreted as CO adsorption and dissociation. • Redox properties of surface determine either adsorption or dissociation of CO. • Dissociation of CO on oxidized surface is responsible for acceptor-like effect. - Abstract: Synchrotron radiation photoemission study of C 1s line of (111) In{sub 2}O{sub 3} surface was carried out under HV (high vacuum) doses of oxygen, carbon monoxide and water. Gas interaction with the surface was activated by heating of In{sub 2}O{sub 3} monocrystalline film at temperatures of 160 or 250 °C. The study of complex structure of C 1 s line and evolution of its fine components allowed to establish their nature and to propose possible surface adsorbed species and reactions, including a direct chemisorption and dissociation of CO molecules. Reduction or oxidation of the surface determines whether the first (chemisorption) or the second (dissociation) process takes place. The latter is responsible for additional formation of ionosorbed oxygen. Both processes have not been previously reported for In{sub 2}O{sub 3} and for conductive metal oxides.

  19. Exam stressors, modulating variables and academic failure

    Directory of Open Access Journals (Sweden)

    Arturo Barraza Macías

    2010-07-01

    Full Text Available This research was raised four objectives: a to establish the profile of stress descriptive review of the higher education students, b identify areas that cause more stress on the students of higher education when presenting a review c distinguish socio-demographic variables and situational which provide significant differences in stress examination of students in higher education d determining the relationship between stress examination and the number of subjects disapproved of the students in higher education. It is based on the model theoretically systemic cognoscitivism academic stress which is derived from the slope of transaccionalista Research Program Person-environment. To achieve these goals, a study was conducted transectional not experimental and correlational through the implementation of the Inventory Stress Test to 343 students, of the Preparatory Lomas of the city of Durango, in the state of Durango, Mexico. Its main results allow establishing a descriptive profile of stress examination of students in higher education, as well as confirm the modulatory effect of the variables and gender semester and the positive correlation between stress and the number of examination subject disapproved.

  20. Official (ISC)2 guide to the CISSP exam

    CERN Document Server

    Hansche, Susan; Hare, Chris

    2003-01-01

    Candidates for the CISSP exam can now go directly to the source for study materials that are indispensable in achieving certification. The Official (ISC)2 Guide to the CISSP Exam is derived from the actual CBK review course created and administered by the non-profit security consortium (ISC)2. In addition to being an invaluable study guide, this book is detailed enough to serve as an authoritative information security resource. Both of the guide's co-authors are CISSPs, and the entire text has been reviewed and approved by Hal Tipton, Co-Founder and Past President of ISSA and Co-Founder of (I

  1. Passing the ITIL V3 intermediate exams the study guide

    CERN Document Server

    Bernard, Pierre

    2011-01-01

    This book helps people prepare for the ITIL® Intermediate qualification exams. It contains tips for selecting the appropriate course, preparation and finally what trainers and examiners expect you to achieve during pre-exam training sessions. Additionally, this book covers tips on reading and understanding the syllabi, scenarios, supplemental information, and sample question and the answers.Written by a respected ITIL trainer and reviewed by other global professionals this unique work provides clear and concise guidance for all those seeking to build on the ITIL training they have received at

  2. What grading can tell about a course - and it's exam

    DEFF Research Database (Denmark)

    Christiansen, Thomas Bøhm

    2004-01-01

    The purpose of this article is to illustrate how the data from grading students in a course can give valuable feedback to 1) the effectiveness and efficiency of the exam and 2) if there are aspects of the learning process that need attention. Before investigating three propositions, the article...... briefly describes a newly-developed course in Operations Management at the Technical University of Denmark. Since the introduction it has increased the number of students by more than 20% annually. The findings are that male students get significantly higher grades than females, and that a certain part...... of the exam is not sufficiently difficult. These findings suggest that improvements should be made....

  3. UOP HRM 300 Final Exam Guide (New, 2017) NEW

    OpenAIRE

    ADMIN

    2018-01-01

    UOP HRM 300 Final Exam Guide (New, 2017) NEW Check this A+ tutorial guideline at http://www.hrm300assignment.com/hrm-300-uop/hrm-300-final-exam-guide-latest For more classes visit http://www.hrm300assignment.com True and False: Please mark either T or F in the appropriate space before the question 1. ____A strategic plan is the company’s plan for how it will match its internal strengths and weaknesses with external opportunities and threats in or...

  4. MR detection of retinal hemorrhages: correlation with graded ophthalmologic exam

    International Nuclear Information System (INIS)

    Beavers, Angela J.; Allbery, Sandra M.; Stagner, Anna M.; Hejkal, Thomas W.; Lyden, Elizabeth R.; Haney, Suzanne B.

    2015-01-01

    Dilated fundoscopic exam is considered the gold standard for detecting retinal hemorrhage, but expertise in obtaining this exam is not always immediately available. MRI can detect retinal hemorrhages, but correlation of the grade or severity of retinal hemorrhage on dilated fundoscopic exam with retinal hemorrhage visibility on MRI has not been described. To determine the value of standard brain protocol MRI in detecting retinal hemorrhage and to determine whether there is any correlation with MR detection of retinal hemorrhage and the dilated fundoscopic exam grade of hemorrhage. We conducted a retrospective chart review of 77 children <2 years old who were seen for head trauma from April 2007 to July 2013 and had both brain MRI and dilated fundoscopic exam or retinal camera images. A staff pediatric radiologist and radiology resident reviewed the MR images. Retinal hemorrhages were graded by a chief ophthalmology resident on a 12-point scale based on the retinal hemorrhage type, size, location and extent as seen on review of retinal camera images and detailed reports by ophthalmologists. Higher scores indicated increased severity of retinal hemorrhages. There was a statistically significant difference in the median grade of retinal hemorrhage examination between children who had retinal hemorrhage detected on MRI and children who did not have retinal hemorrhage detected on MRI (P = 0.02). When examination grade was categorized as low-grade (1-4), moderate-grade (5-8) or high-grade (>8) hemorrhage, there was a statistically significant association between exam grade and diagnosis based on MRI (P = 0.008). For example, only 14% of children with low-grade retinal hemorrhages were identified on MRI compared to 76% of children with high-grade hemorrhages. MR detection of retinal hemorrhage demonstrated a sensitivity of 61%, specificity of 100%, positive predictive value of 100% and negative predictive value of 63%. Retinal hemorrhage was best seen on the gradient

  5. Using Oral Exams to Assess Communication Skills in Business Courses

    Science.gov (United States)

    Burke-Smalley, Lisa A.

    2014-01-01

    Business, like many other fields in higher education, continues to rely largely on conventional testing methods for assessing student learning. In the current article, another evaluation approach--the oral exam--is examined as a means for building and evaluating the professional communication and oral dialogue skills needed and utilized by…

  6. ADVANCED SECURE EXAM MANAGEMENT SYSTEM THROUGH QR CODE BASED AUTHENTICATION

    OpenAIRE

    MR. OMKAR RAJENDRA URUNKAR , PROF. S. A. JOSHI

    2018-01-01

    M-Learning has enhanced the e-learning by making the learning process learner-centered. However, obligating exam security in environments which are open, every student has devices or Laptop connected to a Wi-Fi network or internet.

  7. Sleep and Final Exam Performance in Introductory Physics

    Science.gov (United States)

    Coletta, Vincent; Wikholm, Colin; Pascoe, Daniel

    2018-01-01

    Most physics instructors believe that adequate sleep is important in order for students to perform well on problem solving, and many instructors advise students to get plenty of sleep the night before an exam. After years of giving such advice to students at Loyola Marymount University (LMU), one of us decided to find out how many hours students…

  8. The CPA Exam as a Postcurriculum Accreditation Assessment

    Science.gov (United States)

    Barilla, Anthony G.; Jackson, Robert E.; Mooney, J. Lowell

    2008-01-01

    Business schools often attain accreditation to demonstrate program efficacy. J. A. Marts, J. D. Baker, and J. M. Garris (1988) hypothesized that candidates from Association to Advance Collegiate Schools of Business International (AACSB)-accredited accounting programs perform better on the CPA exam than do candidates from non-AACSB-accredited…

  9. Chronic diseases risk factors and access to health exams among ...

    African Journals Online (AJOL)

    Using data from the World Health Survey (WHS) carried out in South Africa in 2003, the aim of this study is to establish chronic diseases risk factors and access to preventive exams for cervical and breast cancer among South African women. The sample included in this analysis included 1236 women 18 years and above.

  10. Spanish-English Verbatim Translation Exam. Final Report.

    Science.gov (United States)

    Stansfield, Charles W.; And Others

    The development and validation of the Spanish-English Verbatim Translation Exam (SEVTE) is described. The test is for use by the Federal Bureau of Investigation (FBI) in the selection of applicants for the positions of Language Specialist or Contract Linguist. The report is divided into eight sections. Section 1 describes the need for the test,…

  11. X-Ray Exam: Lower Leg (Tibia and Fibula)

    Science.gov (United States)

    ... Staying Safe Videos for Educators Search English Español X-Ray Exam: Lower Leg (Tibia and Fibula) KidsHealth / For ... Muscles, and Joints Broken Bones Getting an X-ray (Video) X-Ray (Video) View more Partner Message About Us ...

  12. Mini‑Mental State Exam versus Montreal Cognitive Assessment in ...

    African Journals Online (AJOL)

    Background: Mini‑mental state exam (MMSE) was used several times but no study has examined cognition on the Montreal Cognitive Assessment (MoCA) in diabetes and diabetic retinopathy (DR). In this study, we compared MMSE with MoCA in patients with DR and searched for an association between the severity of DR ...

  13. Challenges in Creating Online Exercises and Exams in Organic Chemistry.

    Science.gov (United States)

    Jaun, Bernhard; Thilgen, Carlo

    2018-02-01

    e-Learning has become increasingly important in chemical education and online exams can be an attractive alternative to traditional exams written on paper, particularly in classes with a large number of students. Ten years ago, we began to set up an e-course complementing our lecture courses Organic Chemistry I and II within the open-source e-learning environment Moodle. In this article, we retrace a number of decisions we took over time, thereby illustrating the challenges one faces when creating online exercises and exams in (organic) chemistry. Special emphasis is put on the development of MOSFECCS (MOlecular Structural Formula Editor and Calculator of Canonical SMILES), our new editor for drawing structural formulae and converting them to alphanumeric SMILES codes that can be submitted as answers to e-problems. Convinced that the possibility for structure input is essential to set up sensible chemistry quizzes and exams, and realising that existing tools present major flaws in an educational context, we decided to embark on the implementation of MOSFECCS which takes into account a number of didactic aspects.

  14. Cheating on Exams: The Case of Israeli Students

    Science.gov (United States)

    Siniver, Erez

    2013-01-01

    The phenomenon of cheating on exams, which harms both the reputation of an academic institution and the students who don't cheat, is becoming increasingly common. We attempt to shed light on this phenomenon using data from a survey of graduates of the College of Management Academic Studies in Israel. Three aspects of the problem are examined: 1)…

  15. Reading Quizzes Improve Exam Scores for Community College Students

    Science.gov (United States)

    Pape-Lindstrom, Pamela; Eddy, Sarah; Freeman, Scott

    2018-01-01

    To test the hypothesis that adding course structure may encourage self-regulated learning skills resulting in an increase in student exam performance in the community college setting, we added daily preclass online, open-book reading quizzes to an introductory biology course. We compared three control terms without reading quizzes and three…

  16. Benefits from Taking a Private Tutorial Course for Exam Preparation?

    DEFF Research Database (Denmark)

    la Cour, Lisbeth; Milhøj, Anders

    course in order to perform well at the exam but still more than 50 % of a cohort signs up for the courses. Our data come from the administrative systems at Copenhagen Business School and they are merged with survey data on student satisfaction and tutorial participation. Based on simple regression...

  17. BENEFITS FROM TAKING A PRIVATE TUTORIAL COURSE FOR EXAM PREPARATION?

    DEFF Research Database (Denmark)

    la Cour, Lisbeth; Milhøj, Anders

    2015-01-01

    in order to perform well at the exam, but still many students sign up for the courses. We use a combination of administrative data and survey-based student evaluation data. Based on simple models we get the quite surprising result that the participation effect is either negative or insignificant. Due...

  18. Graphical modeling for item difficulty in medical faculty exams

    African Journals Online (AJOL)

    . Conclusion: The ... difficulty criteria. Key words: Item difficulty, quality control, statistical process control, variable control charts ..... assumed that 68% of the values fall in the interval ± 1.S; .... The balance of the construction of items of exam has ...

  19. Acute vocal fold hemorrhage caught on video during office exam.

    Science.gov (United States)

    Carroll, Thomas L; Smith, Libby J

    2009-03-01

    This article presents a unique video of a laryngeal exam during which a vocal fold hemorrhage occurs. This patient had likely been suffering from intermittent vocal fold hemorrhages for the last decade due to a persistent vascular lesion and an underlying chronic cough.

  20. IT Service Management A guide for ITIL Foundation Exam candidates

    CERN Document Server

    Brewster, Ernest; Lawes, Aidan; Sansbury, John

    2012-01-01

    ITIL® is a framework for IT service management and provides best management practice to meet ISO/IEC 20k. This guide introduces ITIL to Foundation Exam candidates and offers a practical understanding of IT service management. The new edition is fully updated and contains several additional processes. An ITIL® licensed product.

  1. The justification principle applied to Computed tomography exams

    International Nuclear Information System (INIS)

    Machado Tejeda, A.; Mora Machado, R. de la; Garcia Moreira, T.; Hing Perdomo, J.

    2008-01-01

    The increasing use of imaging technologies and the installation of more sophisticated equipment in radiology services, such as multi-slice CT scanners have consequently increased the number of treated patients, as well as the collective doses to population. Radiation doses received from CT exams are higher than those received in conventional radiology. The optimal use of CT equipment, considering optimized techniques, and the justification of examinations, are imperative in order to minimize the undesirable effects of radiation. In this paper we do set out to the assessment of justification criteria applied for CT exams in a Cuban Hospital. The justification of prescribed tests by physicians was analyzed, assessing its incidence depending on the kind of studies and percentage (%) of positive and negative cases. The study was carried out in a Clinical Surgical Hospital in Havana City. This hospital has installed a Shimadzu SCT-7800TC helical single-slice device. The sample is made up of 81 patients, between 24 and 80 years old, both men and women. For all of them the pathology that causes the order of the exam as well as the existence of other previous tests, were considered. As a result of the assessment, the 56.8% of all cases turned out to be positives; the 55.5% only confirmed the pathologies and the 1.23% produced new evidences. On the other hand, the remaining 43.2% were negatives noting that the 65.3% of the patients there were not previous imaging tests. Skull exam was the most incidences compiling the 67.7% of cases, and it was the headache the most frequent clinical problem to perform the 41.1%. In terms of justification, the evaluation of prescriptions evidenced that CT exams were not justified in 43.2% of cases. As part of this last group, it was also found that 46.9% of clinical studies were negative. (author)

  2. Estudo retrospectivo dos níveis de ácido hipúrico urinário em exames de toxicologia ocupacional A retrospective study analysis of urinary hippuric acid levels in occupational toxicology exams

    Directory of Open Access Journals (Sweden)

    Kelly Cristina Gonzalez

    2010-06-01

    Full Text Available O ácido hipúrico é o principal metabólito do tolueno, solvente amplamente utilizado em processos industriais e com importantes efeitos tóxicos, fato que justifica a preocupação em monitorar regularmente sujeitos com risco de exposição ocupacional a este solvente. O objetivo deste trabalho foi avaliar os níveis de ácido hipúrico encontrados em trabalhadores submetidos à monitorização biológica. Foi realizado um estudo retrospectivo com dados dos anos de 2002 a 2005, no qual foram analisados os resultados e a situação do empregado na oportunidade do exame (periódico, demissional e admissional. Os resultados indicam uma redução significativa nos níveis de ácido hipúrico em 2005. Exames periódicos obtiveram resultados superiores aos exames admissionais e demissionais, e não foi verificada diferença significativa nas proporções dos sujeitos agrupados de acordo com a situação funcional em cada um dos intervalos estabelecidos segundo o valor de referência e o índice biológico máximo permitido. Os níveis de ácido hipúrico detectados indicam um baixo de risco de exposição ao tolueno na população avaliada, provavelmente em decorrência da preocupação crescente com a implantação de medidas de higiene ocupacional.Hippuric acid is the primary metabolite of toluene, a solvent widely used in industrial processes with considerable toxic effects, a fact which justifies regularly monitoring individuals with occupational exposure to this solvent. This work aims at evaluating urinary hippuric acid levels found in workers subject to biological monitoring. A retrospective study was carried out with data referring from 2002 to 2005, in which exams results and employment status were analyzed (periodic, post-employment, and pre-employment exams. Results indicate a significant reduction in hippuric acid levels for 2005. Periodic exams presented higher results than pre-employment and post-employment exams. No significant

  3. Effect of Repeated/Spaced Formative Assessments on Medical School Final Exam Performance

    Directory of Open Access Journals (Sweden)

    Edward K. Chang

    2017-06-01

    Discussion: Performance on weekly formative assessments was predictive of final exam scores. Struggling medical students will benefit from extra cumulative practice exams while students who are excelling do not need extra practice.

  4. The ExamBase Project at the University of Auckland 2001-2005

    OpenAIRE

    Holley, Rose

    2005-01-01

    Exam papers have always been a heavily used resource in University of Auckland libraries. Prior to 2001 the library provided hard copies of exam papers in all its 15 libraries. These were heavily used at all times of the year, especially in the weeks leading up to exams. In 1996 the University Library first began to explore the possibility of providing past exam papers electronically to University students and staff. In 2001 a trial pilot project was carried out, which was successful result...

  5. Attendance and exam performance at university: A case study

    OpenAIRE

    Allen, D. O.; Webber, D. J.

    2010-01-01

    The link between absenteeism and students’ academic performance at university is perpetually a hot topic for teaching academics. Most studies suggest the effect is negative, although the strength of this effect is in dispute. The issue is complicated further when researchers draw their inferences from different angles, such as the removal of a mandatory attendance policy or the implementation of a module-specific attendance policy. Although previous studies have suggested the effect on exam p...

  6. The importance of the first ultrasonic exam of newborn hips.

    Science.gov (United States)

    Grubor, Predrag; Asotic, Mithat; Biscevic, Mirza; Grubor, Milan

    2012-01-01

    Developmental hip disorder (DHD) is a disorder in development of the acetabulum which remains abrupt (dysplasia) and probably consequential cranialisation of the femur head (luxation). The aim of this paper is to establish the total number of DHD and its subtypes at the first clinical and ultrasound exam of newborns in a retrospective-prospective study made in the period from 1st Jan 2006 through to 31 Dec 2010 at the Clinic for orthopaedics and traumatology in Banja Luka. In total 6132 patients were examined and 99 cases diagnosed with DHD (dysplasia and luxation). Ultrasonic exam was done by means of electronic probe of 5-12 MHz according to standard method after Graph. Girls were significantly more present (96%). Positive family anamnesis on DHD was present with 7.8% examinee, mainly with primiparas, and/ or with 77.8% children with DHD. Dominant intrauterine risk factors for DHD were: mal position of foetus in uterus (78.6%), oligoamnion (17.9%), malformation of the spinal column of the pregnant woman (3.6%), whereas with 38.4% of children with a certain form of DHD the following were found: breech presentation, caesarean section or twin pregnancy. The clinical exam indicated DHD with 8.87% examinee, out of which hip looseness was found with 5% examinees. Ultrasonic finding was positive with 99 examinee, that is with 1.61% of them (deficient and badly formed acetabulum, sleeked protrusion; 8 luxations and 91 dysplasia). Prophylactic measures were requested by 58.6% children (abductive bending and exercises), whereas 41.4 % needed non-intervention therapeutic measures (traction, Pavlik's straps, Graph's knickers, plastering), after which there were no children needing surgical correction of DHD. These data indicate that clinical exam is unreliable for DHD diagnostics, and that Ultrasonic diagnostics and treatment of DHD should start as early as possible applying atraumatic helping devices and procedures in the period when all structures are elastic, flexible and

  7. Multiple-Choice and Short-Answer Exam Performance in a College Classroom

    Science.gov (United States)

    Funk, Steven C.; Dickson, K. Laurie

    2011-01-01

    The authors experimentally investigated the effects of multiple-choice and short-answer format exam items on exam performance in a college classroom. They randomly assigned 50 students to take a 10-item short-answer pretest or posttest on two 50-item multiple-choice exams in an introduction to personality course. Students performed significantly…

  8. The AP Calculus Exam Reading Experience: Implications for Teacher Classroom Practice and Student Comprehension

    Science.gov (United States)

    Corcoran, Mimi

    2017-01-01

    This dissertation explores the views and experiences of high school calculus teachers and college mathematics professors on the professional development which occurs at the annual national AP Calculus exam grading. This professional development experience comes in several forms: the exam briefing sessions, the actual reading of the exams, the…

  9. Principal Licensure Exams and Future Job Performance: Evidence from the School Leaders Licensure Assessment

    Science.gov (United States)

    Grissom, Jason A.; Mitani, Hajime; Blissett, Richard S. L.

    2017-01-01

    Many states require prospective principals to pass a licensure exam to obtain an administrative license, but we know little about the potential effects of principal licensure exams on the pool of available principals or whether scores predict later job performance. We investigate the most commonly used exam, the School Leaders Licensure Assessment…

  10. The Role of Frequent Short Exams in Improving Student Performance in Hybrid Global Business Classes

    Science.gov (United States)

    Nakos, George; Whiting, Anita

    2018-01-01

    The authors investigate whether frequent in class exams can improve the performance of students in hybrid global business courses. An experiment was conducted in three hybrid sections of a global business course exposing students to short in class exams. The expectation of a short exam forces students to watch the online lectures and study the…

  11. Improving Patient Safety: Avoiding Unread Imaging Exams in the National VA Enterprise Electronic Health Record.

    Science.gov (United States)

    Bastawrous, Sarah; Carney, Benjamin

    2017-06-01

    In the current digital and filmless age of radiology, rates of unread radiology exams remain low, however, may still exist in unique environments. Veterans Affairs (VA) health care systems may experience higher rates of unread exams due to coexistence of Veterans Health Information Systems and Technology Architecture (VistA) imaging and commercial picture archiving and communication systems (PACS). The purpose of this patient safety initiative was to identify any unread exams and causes leading to unread exams. Following approval by departmental quality assurance committee, a comprehensive review was performed of all radiology exams within VistA imaging from July 1, 2009 to June 30, 2014 to identify unread radiology exams. Over the 5-year period, the total unread exam rate was calculated to be 0.17%, with the highest yearly unread exam rate of 0.25%. The leading majority of unread exam type was plain radiographs. Analysis revealed unfinished dictations, unassociated accession numbers, technologist errors, and inefficient radiologist work lists as top contributors to unread exams. Once unread radiology exams were discovered and the causes identified, valuable process changes were implemented within our department to ensure simultaneous tracking of all unread exams in VistA imaging as well as the commercial PACS.

  12. Assessment of preoperative exams request in a teaching hospital

    Directory of Open Access Journals (Sweden)

    Eduardo Toshiyuki Moro

    2014-04-01

    Background: preoperative exams aim to identify disorders that may compromise the patient´s perioperative care. However, unnecessary tests rarely change the outcome, and are expensive to institution. The aim of this study was to evaluate the preoperative tests ordered in Santa Lucinda hospital, Sorocaba - SP. Methods: after approval by the Ethics Committee of PUC-SP University, we assessed pre-anesthetic evaluation of patients undergoing elective surgery from march to August, 2011. We recorded: age, sex, ASA physical status, the presence of coexisting diseases, medication use, type of surgery and preoperative tests. They were classified as sufficient, sufficient with unnecessary tests, insufficient, or insufficient with unnecessary tests. Results: two hundred and nineteen records were evaluated, of which 52% were considered sufficient, but with unnecessary tests. For 24% of patients, the tests were insufficient, with some ordered unnecessarily. To 8% of patients, the tests were insufficient, and only 16% didn´t have insufficient and unnecessary tests. The most frequently ordered tests were hematocrit and hemoglobin. The exams most unnecessarily ordered were coagulation tests and dosage of serum urea. Among the necessary examinations, but unsolicited, there were ECG (27%, electrolytes (13% and creatinine (11%. Seventy-nine tests showed some kind of problem, but they didn´t change in behavior. Conclusions: preoperative tests unnecessarily ordered are frequent, which do not guarantee that some patients present to surgery without fundamental exams according to their risk group.

  13. Increased signal intensities in the dentate nucleus and globus pallidus on unenhanced T1-weighted images: evidence in children undergoing multiple gadolinium MRI exams

    Energy Technology Data Exchange (ETDEWEB)

    Hu, Houchun H.; Pokorney, Amber; Towbin, Richard B.; Miller, Jeffrey H. [Phoenix Children' s Hospital, Department of Medical Imaging and Radiology, Phoenix, AZ (United States)

    2016-10-15

    Recent reports have suggested residual gadolinium deposition in the brain in subjects undergoing multiple contrast-enhanced MRI exams. These findings have raised some concerns regarding gadolinium-based contrast agent (GBCA) usage and retention in brain tissues. To summarize findings of hyperintense brain structures on precontrast T1-weighted images in 21 children undergoing multiple GBCA MRI exams. This retrospective study involved 21 patients, each of whom received multiple MRI examinations (range: 5-37 exams) with GBCA over the course of their medical treatment (duration from first to most recent exam: 1.2-12.9 years). The patients were between 0.9 and 14.4 years of age at the time of their first GBCA exam. Regions of interest were drawn in the dentate nucleus and the globus pallidus on 2-D fast spin echo images acquired at 1.5 T. The signal intensities of these two structures were normalized by that of the corpus callosum genu. Signal intensity ratios from these patients were compared to control patients of similar ages who have never received GBCA. Signal intensity ratios increased between the first and the most recent MRI exam in all 21 patients receiving GBCA, with an increase of 18.6%±12.7% (range: 0.5% to 47.5%) for the dentate nucleus and 12.4%±7.4% (range: -1.2% to 33.7%) for the globus pallidus (P<0.0001). Signal intensity ratios were also higher in GBCA patients than in controls (P<0.01). The degree of signal intensity enhancement did not correlate with statistical significance to the cumulative number or volume of GBCA administrations each patient received, the patient's age or the elapsed time between the first and most recent GBCA MRI exams. These results in children are consistent with recent findings in adults, suggesting possible gadolinium deposition in the brain. (orig.)

  14. Comparison of absorbed dose of two protocols of tomographic scanning in PET/CT exams

    International Nuclear Information System (INIS)

    Paiva, F.G.

    2017-01-01

    Positron Emission Tomography (PET) associated with Computed Tomography (CT) allows the fusion of functional and anatomical images. When compared to other diagnostic techniques, PET-CT subjects patients to higher levels of radiation, because two modalities are used in a single exam. In this study, the doses absorbed in 19 patient organs from the tomographic scan were evaluated. Radiochromic films were correctly positioned in the Alderson anthropomorphic simulator, male version. For evaluation, two whole body scan protocols were compared. For evaluation, two whole body scan protocols were compared. An increase of up to 600% in the absorbed dose in the pituitary was observed when the protocols were compared, with the lowest observed increase of approximately 160% for the liver. It is concluded that the dose from CT in patients submitted to PET-CT scanning is higher in the protocol used for diagnosis. Considering the high cost of PET-CT exam, in many cases it is preferable that the CT examination is of diagnostic quality, and not only for anatomical mapping, an argument based on the Principle of Justification

  15. Are tutor-students capable of writing good biochemistry exams?

    Directory of Open Access Journals (Sweden)

    Sé Alexandre B.

    2004-05-01

    Full Text Available In a previous article we described the relevance of student seminars for the learning process of appliedbiochemistry for medical and nutrition students (Hermes-Lima et al., Biochem. Mol.Biol.Educ. 30:30-34,2002. First semester students of a basic biochemistry course (BioBio are divided in 10 groupsof 5 members, and each group is assigned to a specic topic (diabetes, cholesterol, etc under thesupervision of a tutor-student. The tutors have already coursed BioBio and are currently undertakingan advanced biochemistry course. In order to evaluate the learning of applied biochemistry for BioBiostudents a true or false exam (TFE is performed. This exam is made of 50 questions (5 on eachtopic elaborated by the tutors under the supervision of the teacher. The TFE corresponds to 10percent of the grade of BioBio and focus on clinical and/or applied biochemistry situations. At theend of the exam, BioBio students were asked to share their opinions about TFEs (n = 401, from2001/1 to 2003/2. When asked to give a 0-to-4 score regarding (a the diculty level of the test,(b the technical quality and (c if the exam makes an appropriate evaluation of applied biochemistryknowledge, the scores were 2.9, 3.4 and 2.9, respectively. BioBio students were also asked if they ndvalid to be evaluated by a tutor-made exam and if they would like to participate in the making ofTFEs; 96 and 58 percent answered yes, respectively.In another survey, we interviewed former BioBio students from the 2nd to the 7th semesters (n=95about TFEs (since 1999-1 regarding technical aspects, which included (1 clarity of questions, (2 levelof diculty, (3 clinical application and (4 thinking (as opposed to memorizing abilities demanded;the 0-to-4 scores were 3.1, 2.9, 2.6, and 2.5, respectively. Other four questions were on the validityof tutors writing TFEs and their capacity to perform such a task; the average score was 3.2. Oursurveys show the students good acceptance of the seminar system

  16. CWAP Certified Wireless Analysis Professional Official Study Guide Exam PW0-270

    CERN Document Server

    Westcott, David A; Miller, Ben; Mackenzie, Peter

    2011-01-01

    The official study guide for the Certified Wireless Analysis Professional certification from CWNPFour leading wireless experts thoroughly prepare you for the vendor-neutral CWAP exam administered by CWNP, the industry leader for enterprise Wi-Fi training and certification.  This official study guide not only covers all exam objectives for the CWAP exam, it also prepares you to administer and troubleshoot complex enterprise WLAN environments.Covers all exam objectives for the Certified Wireless Analysis Professional (CWAP) examCovers 802.11 physical (PHY) and 802.11 MAC layer frame formats and

  17. CompTIA Network+ Review Guide Exam N10-005

    CERN Document Server

    Ferguson, Bill

    2012-01-01

    Fast, focused review for the latest CompTIA Network+ Exam N10-005 CompTIA's Network+ certification is the leading non-vendor networking certification in the world and has become the standard certification for networking professionals. Make sure you're ready for CompTIA's new Network+ certification (exam N10-005) with this new edition of Sybex's CompTIA Network+ Review Guide. This concise guide is efficiently organized by exam objectives and covers all five exam domains. The book also includes 50 chapter review questions, as well as access to two online practice exams, and much more. It's the p

  18. CompTIA Network+ Review Guide (Exam N10-004)

    CERN Document Server

    Ferguson, Bill

    2009-01-01

    Serving as a concise, focused study aid to help you prepare for the leading non-vendor-specific networking certification exam, this book features more review questions and study review features than any other guide, with over 120 review questions, two bonus exams, and electronic Flashcard, as well as a searchable Glossary of Terms database on CD-ROM. Fully updated for the first revision of the CompTIA Network+ exam since 2005, the book is organized by exam objectives and broken into six parts corresponding to the six domain areas of the Network+ exam: technologies, media and topologies, device

  19. CompTIA network+ study guide exam N10-006

    CERN Document Server

    Lammle, Todd

    2015-01-01

    All-star N10-006 prep, fully updated for the new exam The CompTIA Network+ Study Guide is your one-stop comprehensive resource in preparing for exam N10-006 Bestselling author and networking Guru Todd Lammle guides you through 100% of all exam objectives detailing the fundamental concepts you will need to know to prepare for the exam. Coverage includes network technologies, installation and configuration, media and topologies, security, and much more, plus practical examples drawn from real-world situations. You also gain access to practice exams and electronic flashcards that facilitate info

  20. MO-F-201-00: PANEL DISCUSSION: Preparing for Parts 2 and 3 of the ABR Therapy Medical Physics Exam

    International Nuclear Information System (INIS)

    2016-01-01

    The goal of this session is to provide guidance to medical physicists undergoing the American Board of Radiology certification process in therapeutic medical physics. This panel discussion will focus on parts 2 (computer-based) and 3 (oral) of the examination. Unlike the latter portions of the exam which are specialty-driven, part 1 is universal for all medical physics fields and will not be addressed. This session is structured into different topics that aim to guide the participants on how to successfully prepare for the board exams. The subjects of discussion will include timing and strategies for exam preparation, crucial differences in preparing for the clinical computer-based exam versus the oral exam, what study tools are currently available for each, etc. The panel discussion format will allow the speakers to collectively present their experience and advice relating to each topic and foment audience participation. Learning Objectives: Know the main differences between what is expected for parts 2 and 3 Know different resources for test preparation Know how to formulate a plan to best study for each part based on the specific skill set the two parts require Know how to best present his/her answers during the oral examination – demeanor, answer structure, etc.

  1. MO-F-201-00: PANEL DISCUSSION: Preparing for Parts 2 and 3 of the ABR Therapy Medical Physics Exam

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2016-06-15

    The goal of this session is to provide guidance to medical physicists undergoing the American Board of Radiology certification process in therapeutic medical physics. This panel discussion will focus on parts 2 (computer-based) and 3 (oral) of the examination. Unlike the latter portions of the exam which are specialty-driven, part 1 is universal for all medical physics fields and will not be addressed. This session is structured into different topics that aim to guide the participants on how to successfully prepare for the board exams. The subjects of discussion will include timing and strategies for exam preparation, crucial differences in preparing for the clinical computer-based exam versus the oral exam, what study tools are currently available for each, etc. The panel discussion format will allow the speakers to collectively present their experience and advice relating to each topic and foment audience participation. Learning Objectives: Know the main differences between what is expected for parts 2 and 3 Know different resources for test preparation Know how to formulate a plan to best study for each part based on the specific skill set the two parts require Know how to best present his/her answers during the oral examination – demeanor, answer structure, etc.

  2. Should the MCAT exam be used for medical school admissions in Canada?

    Science.gov (United States)

    Eskander, Antoine; Shandling, Maureen; Hanson, Mark D

    2013-05-01

    In light of the structural and content changes to the Medical College Admission Test (MCAT) to be implemented in 2015 and the recent diversity- and social-accountability-based recommendations of the Future of Medical Education in Canada (FMEC) project, the authors review and reexamine the use of the MCAT exam in Canadian medical school admissions decisions.This Perspective article uses a point-counterpoint format to discuss three main advantages and disadvantages of using the MCAT exam in the medical school admissions process, from a Canadian perspective. The authors examine three questions regarding the FMEC recommendations and the revised MCAT exam: (1) Is the MCAT exam equal and useful in Canadian admissions? (2) Does the MCAT exam affect matriculant diversity? and (3) Is the MCAT exam a strong predictor of future performance? They present the most recent arguments and evidence for and against use of the MCAT exam, with the purpose of summarizing these different perspectives for readers.

  3. Analysis of Low Appropriateness Score Exam Trends in Decision Support-based Radiology Order Entry System.

    Science.gov (United States)

    Gupta, Supriya; Klein, Kandace; Singh, Anand H; Thrall, James H

    2017-05-01

    Awareness of imaging utilization increased after implementation of Radiology Order Entry with decision support systems (ROE-DS). Our hypothesis is few exams with low Clinical Appropriateness Score (CAS) on ROE-DS are performed. Clinical indications of exams with CAS less than 3 (9-point scale) were re-reviewed and reports analyzed. Structured Query Language-based query retrieved exams with CAS less than 3 in ROE-DS from January 2007 to December 2011. Reasons provided by physicians for ordering these exams and reports of exams performed were analyzed. For each indication, number of exams ordered and performed was calculated. Statistical significance was assessed using Student's t test and χ 2 analysis (P < .05). From 445,984 exams, 12,615 exams (2.8%) had CAS less than 3, and 7,956 exams (63%) were performed. Reasons for ordering of 12,615 low CAS exams were as follows: Requests by physician specialists without further explanation (4,516 = 35.8%), notation of special clinical circumstances (2,877 = 22.8%), requests by nonphysician staff without further explanation (1,383 = 10.9%), absence of suspected finding on previous modality (1,099 = 8.7%), patient preference (737 = 5.8%), and requests based on radiologists' recommendations (706 = 5.6%). Difference between male and female (male < female) preferences for low CAS exams was statistically significant (P < .01). Imaging outcome was highest for extremity MRI cases (66.7%; P < .01). Less than 3% of exams ordered had low CAS and about two-thirds of these were performed. Most common indication for ordering these exams was physician specialist request based on opinion of medical necessity without specification. Extremity MRI constituted the highest positive findings for low CAS exams performed. Published by Elsevier Inc.

  4. Development of the Exams Data Analysis Spreadsheet as a Tool to Help Instructors Conduct Customizable Analyses of Student ACS Exam Data

    Science.gov (United States)

    Brandriet, Alexandra; Holme, Thomas

    2015-01-01

    The American Chemical Society Examinations Institute (ACS-EI) has recently developed the Exams Data Analysis Spread (EDAS) as a tool to help instructors conduct customizable analyses of their student data from ACS exams. The EDAS calculations allow instructors to analyze their students' performances both at the total score and individual item…

  5. Investigating the Variables in a Mock Exam Study Session Designed to Improve Student Exam Performance in an Undergraduate Behavior Modification and Therapy Course

    Science.gov (United States)

    Dotson, Wesley H.

    2010-01-01

    The purpose of the present study was to identify components of an optional mock exam review session (e.g. requiring students to write answers, providing students grading keys for questions) responsible for improvements in student performance on application-based short-essay exams in an undergraduate behavior modification course. Both…

  6. Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France.

    Science.gov (United States)

    Breda, Thomas; Hillion, Mélina

    2016-07-29

    Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (science, technology, engineering, and mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non-gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field's male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics, or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. Copyright © 2016, American Association for the Advancement of Science.

  7. Photographic art in exam rooms may reduce white coat hypertension.

    Science.gov (United States)

    Harper, Michael B; Kanayama-Trivedi, Stacy; Caldito, Gloria; Montgomery, David; Mayeaux, E J; DelRosso, Lourdes M

    2015-12-01

    Blood pressure (BP) elevation in medical office settings in patients who are normotensive in nonmedical settings is an effect known as 'white coat hypertension'. This phenomenon is thought to be due to situational anxiety caused by the experience of visiting a doctor and the anxiety-inducing nature of the medical office. Our study was designed to determine if carefully selected photographic art could counter the anxiety that causes white coat hypertension and lead to lower BP recordings in some patients. 117 adults, non-pregnant patients from the Louisiana State University Health Sciences Center Family Medicine Resident Clinic participated in this study. After the triage nurse measured the BP, the patients were randomly placed in either an exam room with standard medical posters (control room) or in an exam room with photographic art (photo room). The BP was measured in the exam room. After the medical visit, the patients switched rooms and the BP was measured a third time. The patients were asked to fill out a questionnaire to identify room preference. On average, the BP obtained in the control rooms was higher than that obtained in the photo rooms. There was a statistically significant difference between the mean arterial pressure, systolic BP and diastolic BP between the control room and the photo room. Landscape photographic art may have the beneficial effect of reducing BP in medical office examination rooms. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  8. Riot at the calc exam and other mathematically bent stories

    CERN Document Server

    Adams, Colin

    2009-01-01

    What's so funny about math? Lots! Especially if you're mathematically bent. In the world of Colin Adams, differential equations bring on tears of laughter. Hollywood producers hire algebraic geometers to punch up a script. In this world, math and humor are synonymous. Riot at the Calc Exam is a proof of this fact. A collection of humorous math stories, this book gives a window into mathematics and the culture of mathematicians. Appropriate for mathematicians, math students, math teachers, lay people with an interest in mathematics, and indeed everyone else. This book is a romp through the wild

  9. CCENT study guide exam 100-101 (ICND1)

    CERN Document Server

    Lammle, Todd

    2013-01-01

    The latest offering from Cisco Expert Todd Lammle for the New CCENT Certification Written by industry expert and Cisco networking guru, Todd Lammle, CCENT Study Guide improves on the popular Sybex Study Guide approach by providing 100 percent coverage of the ICND1 (#100-101) exam objectives. The book contains detailed information and examples on crucial Cisco networking topics, and provides practical examples and insights drawn from Todd's almost 30 years of real-world experience. You'll also have access to dozens of hands-on labs to get the necessary experience needed to pass

  10. Culture, identity and difference relationship and the proficiency exam EPPLE

    Directory of Open Access Journals (Sweden)

    Priscila Petian Anchieta

    2017-11-01

    Full Text Available The present work discusses how aspects such as identity, culture and difference are important aspects in for language teaching and learning environments. Using Woodward's (2011 definition that identity is marked by difference, we considered these aspects in foreign language teaching and learning contexts when we learn the laguage of others. In addition, we present a proficiency exam called EPPLE, aimed at language teachers, and we suggest the implementation of a task that addresses cultural issues, because we need to prepare language teachers that search not only for their linguistic and pedagogical knowledge construction, but also for their understanding about culture, identity and difference.

  11. Expanding subjectivities

    DEFF Research Database (Denmark)

    Lundgaard Andersen, Linda; Soldz, Stephen

    2012-01-01

    A major theme in recent psychoanalytic thinking concerns the use of therapist subjectivity, especially “countertransference,” in understanding patients. This thinking converges with and expands developments in qualitative research regarding the use of researcher subjectivity as a tool......-Saxon and continental traditions, this special issue provides examples of the use of researcher subjectivity, informed by psychoanalytic thinking, in expanding research understanding....

  12. Will students pass a competitive exam that they failed in their dreams?

    Science.gov (United States)

    Arnulf, Isabelle; Grosliere, Laure; Le Corvec, Thibault; Golmard, Jean-Louis; Lascols, Olivier; Duguet, Alexandre

    2014-10-01

    We tested whether dreams can anticipate a stressful exam and how failure/success in dreams affect next-day performance. We collected information on students' dreams during the night preceding the medical school entrance exam. Demographic, academic, sleep and dream characteristics were compared to the students' grades on the exam. Of the 719 respondents to the questionnaire (of 2324 total students), 60.4% dreamt of the exam during the night preceding it. Problems with the exam appeared in 78% of dreams and primarily involved being late and forgetting answers. Reporting a dream about the exam on the pre-exam night was associated with better performance on the exam (p=.01). The frequency of dreams concerning the exam during the first term predicted proportionally higher performance on the exam (R=0.1, p=.01). These results suggest that the negative anticipation of a stressful event in dreams is common and that this episodic simulation provides a cognitive gain. Copyright © 2014 Elsevier Inc. All rights reserved.

  13. How chemistry students study for an exam: A phenomenographic analysis

    Science.gov (United States)

    Lowrey, Kirsten Andrea

    2002-08-01

    The purpose of this research was to understand the different ways that students in a second-semester general chemistry course studied for an exam. I conducted this research using a qualitative methodology based on phenomenography (Marton, Hounsell & Entwistle, 1997). I conducted interviews before and after the first exam in CHM 116. I analyzed these interviews to describe students' studying styles. I analyzed the data from four students and presented this data as case studies. I completed a cross-case analysis that included data from five additional students. My results describe three different studying styles that were found: visual, self-regulated, and quantitative. Each studying style included a description of the characteristics associated with students who use the style, including epistemological beliefs, specific study behaviors, and affective response to learning chemistry. My implications discuss the relationship between this study and learning styles research, as well as other phenomenographic research. Suggestions are made for how to adapt teaching methods to take into account the different studying styles.

  14. Exams? Why worry? Interpreting anxiety as facilitative and stress appraisals.

    Science.gov (United States)

    Strack, Juliane; Esteves, Francisco

    2015-01-01

    The present study examined why people differ in how they appraise the same stressful situation (an approaching exam). We explored whether interpreting anxiety as a facilitative emotion can affect the type of stress appraisal people make. One hundred and three undergraduate students took part in this study, which lasted for 10 days (leading up to an exam). The students completed a daily self-reported evaluation of anxiety, emotional exhaustion, and stress experienced. The findings suggest a process by which a stressful time can be experienced as motivating rather than threatening or emotionally exhausting. For example, interpreting anxiety as facilitative moderated the relationship between anxiety and stress appraisals. When interpreting their anxiety as facilitative, individuals showed a higher tendency to make challenge stress appraisals and a lower tendency to appraising the stressor as a threat. These differences were especially visible with high levels of anxiety. Furthermore, interpreting anxiety as facilitative was negatively associated with emotional exhaustion, but positively associated with the academic performance. These findings suggest an explanation why people differ in how they appraise the same stressor: how people interpret their anxiety may to a large part affect how they appraise difficult events and situations.

  15. Tablet computer enhanced training improves internal medicine exam performance.

    Science.gov (United States)

    Baumgart, Daniel C; Wende, Ilja; Grittner, Ulrike

    2017-01-01

    Traditional teaching concepts in medical education do not take full advantage of current information technology. We aimed to objectively determine the impact of Tablet PC enhanced training on learning experience and MKSAP® (medical knowledge self-assessment program) exam performance. In this single center, prospective, controlled study final year medical students and medical residents doing an inpatient service rotation were alternatingly assigned to either the active test (Tablet PC with custom multimedia education software package) or traditional education (control) group, respectively. All completed an extensive questionnaire to collect their socio-demographic data, evaluate educational status, computer affinity and skills, problem solving, eLearning knowledge and self-rated medical knowledge. Both groups were MKSAP® tested at the beginning and the end of their rotation. The MKSAP® score at the final exam was the primary endpoint. Data of 55 (tablet n = 24, controls n = 31) male 36.4%, median age 28 years, 65.5% students, were evaluable. The mean MKSAP® score improved in the tablet PC (score Δ + 8 SD: 11), but not the control group (score Δ- 7, SD: 11), respectively. After adjustment for baseline score and confounders the Tablet PC group showed on average 11% better MKSAP® test results compared to the control group (plearning to their respective training programs.

  16. Estimation of dose in dental radiology exams in critical regions

    International Nuclear Information System (INIS)

    Bonzoumet, S.P.J.; Braz, D.; Padilha, Lucas

    2005-01-01

    The objective of this paper is to estimate the values of doses, which are absorbed dose to the lens and thyroid in a dental X-ray. Thermoluminescence dosimeters were used, once they provide a reading of quality and effectiveness. This study was based on dental exams conducted in patients in order to estimate the dose that disperses to the lens of the eye and for the thyroid during an intraoral exam. Data collection took place in two institutions, one governmental, which had the device SELETRONIC 70X and other particular. This study showed that there is a considerable variation between the appliances. Using the appliance DABI 1070, there was a greater absorption of radiation in the right eye (values greater than 5 mGy) and a lower dose in the thyroid, and the Seletronic 70X presented an incidence of higher dose deposited in the skin and in other points there was a balance in the values. In the appliance SELETRONIC 70X, there was again a greater absorption of radiation in the right eye and a lower setting in the thyroid. The excessive dose, besides does not favor at all for the quality of radiograph, represents a risk for the patient who absorbs unnecessary and harmful radiation to the body

  17. Radiation exams in occupational medical evaluations; Exames radiológicos em avaliações médico ocupacionais

    Energy Technology Data Exchange (ETDEWEB)

    Gelsleichter, A.M.; Hunh, A.; Nandi, D.M., E-mail: alyson.marcos@gmail.com [Departamento Acadêmico de Saúde e Serviços - DASS, Instituto Federal de Santa Catarina - IFSC, Florianópolis/SC (Brazil)

    2017-07-01

    Introduction: In occupational medicine, medical care must be geared toward the prevention of worker health. However, occupational medical exams often seek only through rigorous screening, reduce absenteeism, and thus increase productivity. To meet this goal, many institutions include radiological examinations indiscriminately in their medical and expert evaluations, contrary to the principle of justification. Objective: To provide a reflection about the presence of radiological exams in occupational medical evaluations. Methodology: Literary review including legislation related to the research topic. Results: Portaria 453/98 ANVISA prohibits the performance of radiological examinations for employment or expert purposes, except in cases where the exam may bring a benefit to the health of the individual examined or to society. However, in some situations the Norma Regulamentadora number 7 of the Ministry of Labor and Employment provides for radiological exams as a parameter for monitoring occupational exposure. Article 168 of the Consolidation of Labor Laws also prescribes that additional examinations may be required, at the medical discretion, to determine the physical and mental fitness of the employee for the job. Conclusion: Although there are legal provisions that prohibit and others that allow radiological exams in medical occupational evaluations, companies and institutions should take into account that any radiological exam has a risk involved and should not request them in a compulsory and indiscriminate manner. Radiological exams are only permissible to elucidate the diagnostic hypothesis produced by clinical evaluation, in order to provide a real benefit for the individual.

  18. Needs Analysis and Course Design; A Framework for Designing Exam Courses

    Directory of Open Access Journals (Sweden)

    Reza Eshtehardi

    2017-09-01

    Full Text Available This paper introduces a framework for designing exam courses and highlights the importance of needs analysis in designing exam courses. The main objectives of this paper are to highlight the key role of needs analysis in designing exam courses, to offer a framework for designing exam courses, to show the language needs of different students for IELTS (International English Language Testing System exam, to offer an analysis of those needs and to explain how they will be taken into account for the design of the course. First, I will concentrate on some distinguishing features in exam classes, which make them different from general English classes. Secondly, I will introduce a framework for needs analysis and diagnostic testing and highlight the importance of needs analysis for the design of syllabus and language courses. Thirdly, I will describe significant features of syllabus design, course assessment, and evaluation procedures.

  19. Red vs. green: Does the exam booklet color matter in higher education summative evaluations? Not likely.

    Science.gov (United States)

    Arthur, Winfred; Cho, Inchul; Muñoz, Gonzalo J

    2016-10-01

    We examined the so-called "red effect" in the context of higher education summative exams under the premise that unlike the conditions or situations where this effect typically has been obtained, the totality of factors, such as higher motivation, familiarity with exam material, and more reliance on domain knowledge that characterize high-stakes testing such as those in operational educational settings, are likely to mitigate any color effects. Using three naturally occurring archival data sets in which students took exams on either red or green exam booklets, the results indicated that booklet color (red vs. green) did not affect exam performance. From a scientific perspective, the results suggest that color effects may be attenuated by factors that characterize high-stakes assessments, and from an applied perspective, they suggest that the choice of red vs. green exam booklets in higher education summative evaluations is likely not a concern.

  20. A comparison between students' attitudes and their performance regarding the factors influencing learning and exam results

    Directory of Open Access Journals (Sweden)

    A Ebrahimi

    2009-03-01

    Full Text Available Background: Various educational approaches to learning have been proposed. It is, of course, of vital importance to study those that have resulted in effective educational achievements.Purpose: To assess the student's attitudes and performance in order to evaluate educational approaches and identify the variables leading to students gaining good marks.Methods: The subjects of the study were medical students at pathophysiology  phase. A multiple-choice questionnaire was prepared, the reliability and validity of which were confirmed. A paired-sample T­ test was used to compare and analyze  the student's  Basic Sciences Comprehensive  Exam scores in each discipline and their average score during the basic sciences course.Results: With respect to attitudes, the students highly valued the importance of teacher's methodology and mutual  respect, as an influential  factor in Learning. Furthermore, the majority  of the students relied heavily  on their textbooks  as the main source of information  and preferred to study at home, rather than any other places. Most of the students prefer to study in the morning. They believed that mid-term exams, quizzes, and active class participation do not have much effect on learning. However, it was of high importance to them to attend practical claSSfS (labs. With respect to performance, most of the students used lecture notes as the main references, and considered their home as a good place to study and  preferred to study in the morning,  but have  participated  in theoretical  and  practical classes regularly.Conclusion: Most successful students attributed their success to active class participation,  takingmid-term exams, quizzes, and using library. Having analyzed the data, we recommend the authorities to provide more methodology  workshops for teachers,  sufficient  number of textbooks,  expanding  or increasing the number of the reading rooms with essential equipment

  1. An investigation of the issues involved in creating a bank of exam questions

    OpenAIRE

    Truscott, Harriet

    2010-01-01

    The project explored the potential for the University Library to provide staff and students with personalised resources and services, taking as a test case the Faculties' archives of past exam papers, attempting to provide students with a single web-page linking to all the past exam papers for the exams they are registered to take. This work was conducted as part of the Arcadia Programme, a three year programme funded by a grant from the Arcadia Fund.

  2. Validity and reliability of The Johns Hopkins Adapted Cognitive Exam for critically ill patients.

    Science.gov (United States)

    Lewin, John J; LeDroux, Shannon N; Shermock, Kenneth M; Thompson, Carol B; Goodwin, Haley E; Mirski, Erin A; Gill, Randeep S; Mirski, Marek A

    2012-01-01

    To validate The Johns Hopkins Adapted Cognitive Exam designed to assess and quantify cognition in critically ill patients. Prospective cohort study. Neurosciences, surgical, and medical intensive care units at The Johns Hopkins Hospital. One hundred six adult critically ill patients. One expert neurologic assessment and four measurements of the Adapted Cognitive Exam (all patients). Four measurements of the Folstein Mini-Mental State Examination in nonintubated patients only. Adapted Cognitive Exam and Mini-Mental State Examination were performed by 76 different raters. One hundred six patients were assessed, 46 intubated and 60 nonintubated, resulting in 424 Adapted Cognitive Exam and 240 Mini-Mental State Examination measurements. Criterion validity was assessed by comparing Adapted Cognitive Exam with a neurointensivist's assessment of cognitive status (ρ = 0.83, p validity was assessed by comparing Adapted Cognitive Exam with Mini-Mental State Examination in nonintubated patients (ρ = 0.81, p validity was assessed by surveying raters who used both the Adapted Cognitive Exam and Mini-Mental State Examination and indicated the Adapted Cognitive Exam was an accurate reflection of the patient's cognitive status, more sensitive a marker of cognition than the Mini-Mental State Examination, and easy to use. The Adapted Cognitive Exam demonstrated excellent interrater reliability (intraclass correlation coefficient = 0.997; 95% confidence interval 0.997-0.998) and interitem reliability of each of the five subscales of the Adapted Cognitive Exam and Mini-Mental State Examination (Cronbach's α: range for Adapted Cognitive Exam = 0.83-0.88; range for Mini-Mental State Examination = 0.72-0.81). The Adapted Cognitive Exam is the first valid and reliable examination for the assessment and quantification of cognition in critically ill patients. It provides a useful, objective tool that can be used by any member of the interdisciplinary critical care team to support

  3. MCTS (Exams 70-640, 70-642 and 70-643)

    CERN Document Server

    Panek, William

    2011-01-01

    The must-have study guide for all three Windows Server 2008 R2 MCTS examsNetwork administrators boost their value to their employers with certification, and Microsoft?s three Windows Server 2008 exams offer certification specialties in configuring Active Directory, Network Infrastructure, and Applications Infrastructure. With complete coverage to prepare you for all three exams, this comprehensive study guide has three times the value. Real-world scenarios and hands-on exercises supplement the information to facilitate learning.The three Windows Server 2008 R2 exams (70-640, 70-642, and 70-643

  4. Pilot study: relative dose of the TLD, OSL and Radiochromic film applied in CT exams dosimetry

    International Nuclear Information System (INIS)

    Kikuti, C.F.; Maia, R.S.I.; Romano, R.F.T.; Daros, K. A.C.

    2015-01-01

    At DDI/UNIFESP, the abdomen and chest CT exams correspond to 38% of the exams, becoming the focus of studies. The aim of this study is to assess the relative dose using TLDs, OSLs and RF for the evaluation of the dose distribution in the skin in abdomen CT exams. The simulation of the CT exam was performed in an anthropomorphic phantom, using a CT scanner Philips, Brilliance/64 and TLDs, OSLs and RF fixed along the sagittal axis of the phantom. The OSLs showed similar performance to the TLDs and RF shows low accuracy, resulting in an average value (0.927±0.022). (author)

  5. Cloud essentials CompTIA authorized courseware for exam CLO-001

    CERN Document Server

    Hausman, Kirk; Sampaio, Telmo

    2013-01-01

    CompTIA-Authorized courseware for the Cloud Essentials Exam (CLO-001) What better way to get up to speed on cloud computing than with this new book in the popular Sybex Essentials series? Cloud Essentials covers the basics of cloud computing and its place in the modern enterprise. Explore public and private clouds; contrast the ""as a service"" models for PaaS, SaaS, IaaS, or XaaS platforms; plan security; and more. In addition, the book covers the exam objectives for the both the CompTIA Cloud Essentials (Exam CLO-001) exam and the EXIN Cloud Computing Foundation (EX0-1

  6. MCSA Windows Server 2012 R2 administration study guide exam 70-411

    CERN Document Server

    Panek, William

    2015-01-01

    Complete exam coverage, hands-on practice, and interactive studytools for the MCSA: Administering Windows Server 2012 R2 exam70-411 MCSA: Windows Server 2012 R2 Administration Study Guide: Exam70-411 provides comprehensive preparation for exam 70-411:Administering Windows Server 2012 R2. With full coverage of allexam domains, this guide contains everything you need to know to befully prepared on test day. Real-world scenarios illustrate thepractical applications of the lessons, and hands-on exercises allowyou to test yourself against everyday tasks. You get access to aninteractive practice te

  7. MCSA Windows Server 2012 R2 installation and configuration study guide exam 70-410

    CERN Document Server

    Panek, William

    2015-01-01

    Master Windows Server installation and configuration withhands-on practice and interactive study aids for the MCSA: WindowsServer 2012 R2 exam 70-410 MCSA: Windows Server 2012 R2 Installation and ConfigurationStudy Guide: Exam 70-410 provides complete preparationfor exam 70-410: Installing and Configuring Windows Server 2012 R2.With comprehensive coverage of all exam topics and plenty ofhands-on practice, this self-paced guide is the ideal resource forthose preparing for the MCSA on Windows Server 2012 R2. Real-worldscenarios demonstrate how the lessons are applied in everydaysettings. Reader

  8. MCTS Microsoft Windows 7 Configuration Study Guide Exam 70-680

    CERN Document Server

    Panek, William

    2011-01-01

    A fully updated study guide for MCTS exam 70-680 Demand for experienced, qualified Windows 7 administrators remains high. IT professionals seeking certification in Windows 7 administration will find everything they need to learn to pass the MCTS exam (70-680) in this complete Sybex Study Guide. Updated to cover the most recent version of the exam, this comprehensive guide examines all the exam objectives, using real-world scenarios, hands-on exercises, and challenging review questions.Certification in Windows 7 administration is highly prized by IT professionals and employers; this comprehensi

  9. Want to Reduce Guessing and Cheating While Making Students Happier? Give More Exams!

    Science.gov (United States)

    Laverty, James T.; Bauer, Wolfgang; Kortemeyer, Gerd; Westfall, Gary

    2012-12-01

    It is almost universally agreed that more frequent formative assessment (homework, clicker questions, practice tests, etc.) leads to better student performance and generally better course evaluations. There is, however, only anecdotal evidence that the same would be true for more frequent summative assessment (exams). There maybe many arguments against giving more exams, including the general "pain" associated with examinations, as well as reduced teaching time, since classroom sessions are dedicated to exams rather than lecturing. We present evidence that increasing the number of exams in fact does lead to better learning success, less cheating and guessing on homework, and better student course evaluations.

  10. CompTIA Network+ Study Guide Exam N10-005

    CERN Document Server

    Lammle, Todd

    2012-01-01

    Todd Lammle's latest CompTIA Network+ Study Guide, now updated for the new exam! CompTIA's Network+ certification tells the world you have the skills to install, configure, and troubleshoot today's basic networking hardware peripherals and protocols. But first, you have to pass the exam! This detailed CompTIA Authorized study guide by networking guru Todd Lammle has everything you need to prepare for the CompTIA's new Network+Exam N10-005. All exam objectives are covered. He thoroughly explains key topics, offers plenty of practical examples, and draws upon his own invaluable 25+ years of netw

  11. Pilot study: relative dose of the TLD, OSL and Radiochromic film applied in CT exams dosimetry

    Energy Technology Data Exchange (ETDEWEB)

    Kikuti, C.F. [Universidade Federal do Mato Grosso do Sul (UFMS), Campo Grande, MS (Brazil). Hospital Universitario Maria Aparecida Pedrossian; Maia, R.S.I.; Romano, R.F.T.; Daros, K. A.C., E-mail: daros.kellen@unifesp.br [Universidade Federal de Sao Paulo (UNIFESP), Sao Paulo, SP (Brazil). Escola Paulista de Medicina. Departamento de Diagnostico por Imagem

    2015-07-01

    At DDI/UNIFESP, the abdomen and chest CT exams correspond to 38% of the exams, becoming the focus of studies. The aim of this study is to assess the relative dose using TLDs, OSLs and RF for the evaluation of the dose distribution in the skin in abdomen CT exams. The simulation of the CT exam was performed in an anthropomorphic phantom, using a CT scanner Philips, Brilliance/64 and TLDs, OSLs and RF fixed along the sagittal axis of the phantom. The OSLs showed similar performance to the TLDs and RF shows low accuracy, resulting in an average value (0.927±0.022). (author)

  12. CompTIA A+ complete study guide exams 220-801 and 220-802

    CERN Document Server

    Docter, Quentin; Skandier, Toby

    2012-01-01

    CompTIA Authorized, fully updated Study Guide for the leading IT certification: CompTIA A+ CompTIA A+ is the de facto certification for IT technicians. Some vendors even require employees to achieve certification as part of their job training. This book prepares you for both required exams: 220-801 and 220-802. Totally updated to cover the 2012 exams, this popular prep guide covers all the exam objectives. Readers will also have access to additional study tools, including the Sybex Test Engine with bonus practice exams, electronic flashcards, and a glossary of important terms in searchable PD

  13. Physical therapy for chronic scrotal content pain with associated pelvic floor pain on digital rectal exam.

    Science.gov (United States)

    Farrell, M Ryan; Dugan, Sheila A; Levine, Laurence A

    2016-12-01

    Chronic scrotal content pain (CSCP) is a common condition that can be challenging to manage definitively. A cohort of patients with CSCP have referred pain from myofascial abnormalities of the pelvic floor and therefore require treatment modalities that specifically address the pelvic floor such as pelvic floor physical therapy (PFPT). Retrospective chart review of all men with a pelvic floor component of CSCP presenting to our tertiary care medical center and undergoing PFPT from 2011-2014. Patients with CSCP and pain/tightness on pelvic floor evaluation with 360° digital rectal exam (DRE) were referred to a physiotherapist for PFPT. CSCP was defined as primary unilateral or bilateral pain of the testicle, epididymis and/or spermatic cord that was constant or intermittent, lasted greater than 3 months, and significantly interfered with daily activities. Long term follow up was conducted by office visit and physical therapy chart review. Thirty patients, mean age of 42 years (range 18-75), were followed for a median of 13 months (range 3-48). Median pre-PFPT pain score was 6/10 (range 2-10). After a mean of 12 PFPT sessions (IQR 6-16), pain improved in 50.0% of patients, median decrease in pain was 4.5/10 (range 1-10). Complete resolution of pain occurred in 13.3%, 44.0% had none to minor residual pain. Following PFPT, fewer subjects required pain medication compared with prior to PFPT (44.0% versus 73.3%, p = 0.03). For men with CSCP and a positive pelvic floor exam with DRE, we recommend a trial of PFPT as an effective and non-operative treatment modality.

  14. A comprehensive and cost-effective preparticipation exam implemented on the World Wide Web.

    Science.gov (United States)

    Peltz, J E; Haskell, W L; Matheson, G O

    1999-12-01

    Mandatory preparticipation examinations (PPE) are labor intensive, offer little routine health maintenance and are poor predictors of future injury or illness. Our objective was to develop a new PPE for the Stanford University varsity athletes that improved both quality of primary and preventive care and physician time efficiency. This PPE is based on the annual submission, by each athlete, of a comprehensive medical history questionnaire that is then summarized in a two-page report for the examining physician. The questionnaire was developed through a search of MEDLINE from 1966 to 1997, review of PPE from 11 other institutions, and discussion with two experts from each of seven main content areas: medical and musculoskeletal history, eating, menstrual and sleep disorders, stress and health risk behaviors. Content validity was assessed by 10 sports medicine physicians and four epidemiologists. It was then programmed for the World Wide Web (http:// www.stanford.edu/dept/sportsmed/). The questionnaire demonstrated a 97 +/- 2% sensitivity in detecting positive responses requiring physician attention. Sixteen physicians administered the 1997/98 PPE; using the summary reports, 15 found improvement in their ability to provide overall medical care including health issues beyond clearance; 13 noted a decrease in time needed for each athlete exam. Over 90% of athletes who used the web site found it "easy" or "moderately easy" to access and complete. Initial assessment of this new PPE format shows good athlete compliance, improved exam efficiency and a strong increase in subjective physician satisfaction with the quality of screening and medical care provided. The data indicate a need for improvement of routine health maintenance in this population. The database offers opportunities to study trends, risk factors, and results of interventions.

  15. The University Entrance Exam that Diversified and the Problem

    Science.gov (United States)

    Kondo, Osamu

    The percentage of students who go on to universities or junior colleges is over fifty percent which is more than half of high school students. However the nation's birthrate is in decline and the total number of university-age children shows a declining tendency. Hence we cannot expect an increase in the number of applicants in the future. On the other hand, the number of universities has been increasing year by year. The competition among universities to survive is very fierce. The diversification of entrance examination is a symbol of this competition. By diversifying entrance exams, universities aimed at the quality of excellent students in the beginning. However, they have changed their direction to pursue the quantity of students. As of Today the entrance examination is losing its original starting function which means most or all applicants can enter universities. It is time all of the universities return to its starting line.

  16. Construction of cardiac anthropomorphic phantom for simulation of radiological exams

    International Nuclear Information System (INIS)

    Bandeira, C.K.; Vieira Neto, H.; Vieira, M.P.M.M.

    2017-01-01

    Phantoms are simulating objects of structures of the human body and can be applied in the quality control and calibration of radiological equipment. The aim of the work is the development of a cardiac anthropomorphic phantom to assist in the elaboration of protocols of dynamic studies that demonstrate the blood circulation inside the cardiac chambers. For the construction of the phantom was used latex, applied in layers on an anatomical model of heart, having been constructed the cardiac chambers and atrioventricular valves. Cardiac chambers were connected to the cannulas for fluid injection and simulation of the circulatory system. The constructed phantom presents anthropomorphic characteristics and allows the circulation of the fluid without reflux, but the thickness of the catheters used does not yet allow flows of greater order of magnitude. This phantom has the potential to be used in the dynamic simulation of cardiac exams, contributing to the elaboration and adequacy of computed tomography protocols

  17. Auto-exame das mamas entre estudantes de medicina Breast self-examination among medical students

    Directory of Open Access Journals (Sweden)

    Ruffo de Freitas Júnior

    1999-06-01

    Full Text Available Objetivo: avaliar o nível de conhecimento e prática do auto-exame da mama entre os estudantes do curso médico e determinar possíveis fatores associados a esta prática. Métodos: foi utilizado um questionário que continha informações sobre os alunos e o seu conhecimento a respeito do auto-exame, permitindo ainda, verificar entre as alunas a prática do mesmo. Utilizaram-se os testes do qui quadrado e "t" de Student, quando aplicáveis, para verificar a associação de alguns fatores com o auto-exame. Resultados: dos 348 questionários respondidos, 55 (16% pertenciam aos alunos do 5º ano (estudantes que haviam cursado a Disciplina de Ginecologia da Universidade Federal de Goiás, 43% eram mulheres, 62% tinham familiares médicos e 17% apresentavam história familiar de câncer de mama. Em relação ao conhecimento do auto-exame, 95% conheciam o método. Das 149 estudantes, apenas 64% o praticavam. Os motivos para não fazê-lo eram: por ser muito jovem (24%, por não acreditar que pudesse acontecer com ela (4%, por medo (9% e por preguiça (19%, sendo que 44% das alunas não souberam explicar o motivo. Tanto o conhecimento quanto a prática do auto-exame não estiveram associados ao ano do curso médico, história familiar de câncer de mama ou à presença de familiar médico. Conclusão: o auto-exame é conhecido por praticamente todos os estudantes de medicina mesmo assim, um terço das estudantes não o praticam. Com isso ressalta-se a importância do auto-exame no curso médico, a fim de que os alunos possam levar mais informações à população, não limitando esta tarefa aos meios de comunicação.Purpose: to evaluate the knowledge and practice of breast self-examination among medical students and to determine possible factors associated with this practice. Method: the authors used a questionnaire to gather information about the students and their knowledge of this self-examination. This questionnaire also allowed the authors to

  18. An integrator final exam at the end of the engineering degrees to evaluate the acquired competences

    Science.gov (United States)

    Perdigones, A.; Sánchez, E.; Valiño, V.; Tarquis, A. M.

    2010-05-01

    In the last decade strong changes in the design of university degrees have occurred in Spain, affecting real competences acquired by graduates. The new degrees often provide students greater freedom in shaping their curriculum which results in many cases in a problem for their training. In engineering degrees of Spain, the final project, that allows to know the integrated skills of the students in engineering subjects, is not compulsory anymore; it can be substituted for other specific types of work that often do not involve skills valued by the companies of the industrial sector. This situation may create doubts about the real competences of the graduates. In the present study, a final exam (voluntary) has been carried out during three years to assess competences in engineering students in the last course of the degree in agricultural engineering (diploma of five years) and agricultural technical engineering (diploma of three years) at the Polytechnic University of Madrid (Spain). They took part 132 students in the years 2006, 2007 and 2008. The exam had a common format, with three parts assessing skills in construction, machinery and electrical installations. The results showed the evolution in the training of students, and the relationship between skills acquired and late differences in the learning process. The most important conclusions were that the attainment levels was lower than expected, but generally consistent with the training received by each group of students. In particular, the low number of hours of subjects in electrical installations in certain groups of students was evident when evaluating the skills acquired. The results indicated that they aim to increase the number of hours in certain subjects and groups of students, if a graduate is to get qualified. The authors recommend an examination similar to the raised, integrator type, in all programs that do not have any overall final assessment in order to conduct a quality control of graduates

  19. The Relationship Between Teachers' Self-efficacy Perception of Application-Based Educational Technology and Material Development Skills and Their Students' Level Certifying Exam Scores

    Directory of Open Access Journals (Sweden)

    İlhan Varank

    2013-12-01

    Full Text Available The purpose of the study is to investigate the relationship between 6th., 7th., and 8th grade Turkish, math, science and technology, social sciences and foreign language teachers' self-efficacy perception of application-based educational technology and material development skills and their students' Level Certifying Exam scores. A total of 256 Turkish, math, science and technology, social sciences and foreign language teachers and their students from 48 elementary schools located in a city and one of its close districts in Inner Aegean area participated in the study. The significance levels of the models established to explain students' Level Certifying Exam performance show differences from subject to subject and from grade to grade. Similar results were found for the significance levels of the variables used in the models

  20. FormScanner: Open-Source Solution for Grading Multiple-Choice Exams

    Science.gov (United States)

    Young, Chadwick; Lo, Glenn; Young, Kaisa; Borsetta, Alberto

    2016-01-01

    The multiple-choice exam remains a staple for many introductory physics courses. In the past, people have graded these by hand or even flaming needles. Today, one usually grades the exams with a form scanner that utilizes optical mark recognition (OMR). Several companies provide these scanners and particular forms, such as the eponymous…

  1. Skipping Class in College and Exam Performance: Evidence from a Regression Discontinuity Classroom Experiment

    Science.gov (United States)

    Dobkin, Carlos; Gil, Ricard; Marion, Justin

    2010-01-01

    In this paper we estimate the effect of class attendance on exam performance by implementing a policy in three large economics classes that required students scoring below the median on the midterm exam to attend class. This policy generated a large discontinuity in the rate of post-midterm attendance at the median of the midterm score. We…

  2. Does Missing Classes Decelerate Student Exam Performance Progress? Empirical Evidence and Policy Implications

    Science.gov (United States)

    Lin, Tin-Chun

    2014-01-01

    A total of 389 business students in undergraduate introductory microeconomics classes in spring 2007, 2009, and 2011, and fall 2012 participated in an exam performance progress study. Empirical evidence suggested that missing classes decelerates and hampers high-performing students' exam performance progress. Nevertheless, the evidence does…

  3. The Impact of Assessment Policy on Learning: Replacement Exams or Grade Dropping

    Science.gov (United States)

    MacDermott, Raymond J.

    2013-01-01

    Instructors often debate the merits of alternate grading policies such as dropping the lowest exam or offering an additional exam to replace the lowest score. To date, there has been little research conducted on the impact of these policies on performance. In this study, the author investigates student performance in intermediate macroeconomics…

  4. Relationships between Self-Regulating Behaviors and Predictor Exam Scores for Senior Nursing Students

    Science.gov (United States)

    Gillespie, Maria

    2012-01-01

    Low pass rates on the National Council Licensure Exam for Registered Nurses have directed nursing faculty to examine how to predict the readiness of the nursing student. Exit exam testing that predicts readiness has become one way to assess the nursing student's readiness. Nursing students at the research site's school of nursing are…

  5. Knowledge Assessment of Food Safety Managers in Utah and Its Implications on the Exam and Instruction

    Science.gov (United States)

    Nummer, Brian A.; Guy, Stanley M.; Bentley, Joanne P. H.

    2010-01-01

    Food Safety Manager's Certification is offered through a state-local Extension partnership in Utah using an online course management system. Exams and course materials were created by an Extension Specialist at Utah State Univ. Extension Agents provide exam and curriculum facilitation in each county. This form of distance education enables access…

  6. Factors Affecting Success in the Professional Entry Exam for Accountants in Brazil

    Science.gov (United States)

    Lima Rodrigues, Lúcia; Pinho, Carlos; Bugarim, Maria Clara; Craig, Russell; Machado, Diego

    2018-01-01

    This paper explores factors that have affected the success of candidates in the professional entry exam conducted by Brazil's Federal Council of Accounting. We analyse results of 18,948 candidates who sat for the exam in 2012, using a logistic regression model and the key indicators used by government to monitor the performance of higher education…

  7. Including an Exam P/1 Prep Course in a Growing Actuarial Science Program

    Science.gov (United States)

    Wakefield, Thomas P.

    2014-01-01

    The purpose of this article is to describe the actuarial science program at our university and the development of a course to enhance students' problem solving skills while preparing them for Exam P/1 of the Society of Actuaries (SOA) and the Casualty Actuary Society (CAS). The Exam P/1 prep course, formally titled Mathematical Foundations of…

  8. Check your English vocabulary for FCE + all you need to pass your exams

    CERN Document Server

    Wyatt, Rawdon

    2009-01-01

    This workbook is designed to help students studying for the FCE (First Certificate Examination). This University of Cambridge exam is taken by over 250,000 people worldwide every year and is one of the most popular English Language Teaching (ELT) exams.

  9. Assessment of the Assessment Tool: Analysis of Items in a Non-MCQ Mathematics Exam

    Science.gov (United States)

    Khoshaim, Heba Bakr; Rashid, Saima

    2016-01-01

    Assessment is one of the vital steps in the teaching and learning process. The reported action research examines the effectiveness of an assessment process and inspects the validity of exam questions used for the assessment purpose. The instructors of a college-level mathematics course studied questions used in the final exams during the academic…

  10. High School Exit Exams and Dropout in an Era of Increased Accountability

    Science.gov (United States)

    Hemelt, Steven W.; Marcotte, Dave E.

    2013-01-01

    A key form of student-level accountability is the requirement for students to pass high school exit exams (HSEEs) in order to receive a diploma. In this paper, we examine the impact of HSEEs on dropout during a period when these exams became more common and rigorous. Further, we study whether offering alternate pathways to graduation for students…

  11. A Quantitative Analysis of Uncertainty in the Grading of Written Exams in Mathematics and Physics

    Science.gov (United States)

    Hammer, Hugo Lewi; Habib, Laurence

    2016-01-01

    The most common way to grade students in courses at university and university college level is to use final written exams. The aim of final exams is generally to provide a reliable and a valid measurement of the extent to which a student has achieved the learning outcomes for the course. A source of uncertainty in grading students based on an exam…

  12. Additional Support for the Information Systems Analyst Exam as a Valid Program Assessment Tool

    Science.gov (United States)

    Carpenter, Donald A.; Snyder, Johnny; Slauson, Gayla Jo; Bridge, Morgan K.

    2011-01-01

    This paper presents a statistical analysis to support the notion that the Information Systems Analyst (ISA) exam can be used as a program assessment tool in addition to measuring student performance. It compares ISA exam scores earned by students in one particular Computer Information Systems program with scores earned by the same students on the…

  13. CCNA Cisco Certified Network Associate Study Guide: Exam 640-801

    CERN Document Server

    Lammle, Todd

    2006-01-01

    Here's the book you need to prepare for Cisco's revised CCNA exam, 640-801. This new edition of the best-selling CCNA Study Guide provides in-depth coverage of every CCNA exam objective, practical information on Cisco internetworking solutions and hundreds of challenging review questions.

  14. WE-D-213-01: Preparing for Part 1 of the ABR Diagnostic Physics Exam

    International Nuclear Information System (INIS)

    Simiele, S.

    2015-01-01

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics

  15. WE-D-213-00: Preparing for the ABR Diagnostic and Nuclear Medicine Physics Exams

    International Nuclear Information System (INIS)

    2015-01-01

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics

  16. MO-F-204-03: Preparing for Part 3 of the ABR Diagnostic Physics Exam

    International Nuclear Information System (INIS)

    Zambelli, J.

    2016-01-01

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear

  17. WE-D-213-02: Preparing for Part 2 of the ABR Diagnostic Physics Exam

    International Nuclear Information System (INIS)

    Zambelli, J.

    2015-01-01

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics

  18. WE-D-213-00: Preparing for the ABR Diagnostic and Nuclear Medicine Physics Exams

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2015-06-15

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics

  19. WE-D-213-02: Preparing for Part 2 of the ABR Diagnostic Physics Exam

    Energy Technology Data Exchange (ETDEWEB)

    Zambelli, J. [Spectrum Health, Grand Rapids, MI (United States)

    2015-06-15

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics

  20. MO-F-204-01: Preparing for Part 1 of the ABR Diagnostic Physics Exam

    Energy Technology Data Exchange (ETDEWEB)

    McKenney, S. [Children’s National Medical Center (United States)

    2016-06-15

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear

  1. MO-F-204-00: Preparing for the ABR Diagnostic and Nuclear Medical Physics Exams

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2016-06-15

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear

  2. MO-F-204-02: Preparing for Part 2 of the ABR Diagnostic Physics Exam

    Energy Technology Data Exchange (ETDEWEB)

    Szczykutowicz, T. [University Wisconsin-Madison (United States)

    2016-06-15

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear

  3. MO-F-204-03: Preparing for Part 3 of the ABR Diagnostic Physics Exam

    Energy Technology Data Exchange (ETDEWEB)

    Zambelli, J. [Spectrum Health Grand Rapids (United States)

    2016-06-15

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear

  4. WE-D-213-01: Preparing for Part 1 of the ABR Diagnostic Physics Exam

    Energy Technology Data Exchange (ETDEWEB)

    Simiele, S. [University of Wisconsin-Madison (United States)

    2015-06-15

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics

  5. WE-D-213-03: Preparing for Part 3 of the ABR Diagnostic Physics Exam

    Energy Technology Data Exchange (ETDEWEB)

    Bevins, N. [Henry Ford Health System, Detroit, MI (United States)

    2015-06-15

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics

  6. MO-F-204-00: Preparing for the ABR Diagnostic and Nuclear Medical Physics Exams

    International Nuclear Information System (INIS)

    2016-01-01

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear

  7. MO-F-204-01: Preparing for Part 1 of the ABR Diagnostic Physics Exam

    International Nuclear Information System (INIS)

    McKenney, S.

    2016-01-01

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear

  8. WE-D-213-03: Preparing for Part 3 of the ABR Diagnostic Physics Exam

    International Nuclear Information System (INIS)

    Bevins, N.

    2015-01-01

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics

  9. MO-F-204-02: Preparing for Part 2 of the ABR Diagnostic Physics Exam

    International Nuclear Information System (INIS)

    Szczykutowicz, T.

    2016-01-01

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear

  10. Glomerular filtration rate is associated with free triiodothyronine in euthyroid subjects : Comparison between various equations to estimate renal function and creatinine clearance

    NARCIS (Netherlands)

    Anderson, Josephine L C; Gruppen, Eke G; van Tienhoven-Wind, Lynnda; Eisenga, Michele F; de Vries, Hanne; Gansevoort, Ron T; Bakker, Stephan J L; Dullaart, Robin P F

    BACKGROUND: Effects of variations in thyroid function within the euthyroid range on renal function are unclear. Cystatin C-based equations to estimate glomerular filtration rate (GFR) are currently advocated for mortality and renal risk prediction. However, the applicability of cystatin C-based

  11. The new AP Physics exams: Integrating qualitative and quantitative reasoning

    Science.gov (United States)

    Elby, Andrew

    2015-04-01

    When physics instructors and education researchers emphasize the importance of integrating qualitative and quantitative reasoning in problem solving, they usually mean using those types of reasoning serially and separately: first students should analyze the physical situation qualitatively/conceptually to figure out the relevant equations, then they should process those equations quantitatively to generate a solution, and finally they should use qualitative reasoning to check that answer for plausibility (Heller, Keith, & Anderson, 1992). The new AP Physics 1 and 2 exams will, of course, reward this approach to problem solving. But one kind of free response question will demand and reward a further integration of qualitative and quantitative reasoning, namely mathematical modeling and sense-making--inventing new equations to capture a physical situation and focusing on proportionalities, inverse proportionalities, and other functional relations to infer what the equation ``says'' about the physical world. In this talk, I discuss examples of these qualitative-quantitative translation questions, highlighting how they differ from both standard quantitative and standard qualitative questions. I then discuss the kinds of modeling activities that can help AP and college students develop these skills and habits of mind.

  12. Comparative study of dose descriptor in pediatric computed tomography exams

    International Nuclear Information System (INIS)

    Finatto, Jerusa Dalbosco; Silva, Ana Maria Marques da; Froner, Ana Paula Pastre; Pimentel, Juliana

    2014-01-01

    This work aims to investigate the dose descriptor, volumetric Computed Tomography Dose Index (CTDI), a pediatric patients sample undergoing to skull CT, comparing the results with the diagnostic reference levels of the literature. Were collected volumetric CTDI values of all skull CT exams performed retrospectively in children of 0-10 years of age in a period of 12 months in a large hospital size. Patients, in a total of 103, were divided into four groups, where the criterion of separation used was age, trying to use the same division used in international references dose descriptors. In all acquisitions we used the pediatric protocol and the Automatic Exposure Control (AEC) available on the equipment. The CDTI values, with and without the use of AEC for pediatric studies, were compared. There was a reduction of approximately 100% in the absorbed dose value due to the use of the AEC. From the data collected and analyzed in this work, it is concluded that the use of dose reduction systems is relevant, such as the Care Dose, to maintain volumetric CTDI values within the reference levels. Also it is important the observation of range of children age to the appropriate choice of parameters used in the test protocol. The values obtained are according to the diagnostic reference levels from the literature

  13. Lack of Association between Blood Pressure Management by Anesthesia Residents and Competence Committee Evaluations or In-training Exam Performance: A Cohort Analysis.

    Science.gov (United States)

    Sessler, Daniel I; Makarova, Natalya; Riveros-Perez, Ricardo; Brown, David L; Kimatian, Stephen

    2016-02-01

    Prompt treatment of severe blood pressure instability requires both cognitive and technical skill. The ability to anticipate and respond to episodes of hemodynamic instability should improve with training. The authors tested the hypothesis that the duration of severe hypotension during anesthesia administered by residents correlates with concurrent adjusted overall performance evaluations by the Clinical Competence Committee and subsequent in-training exam scores. The authors obtained data on 70 first- and second-year anesthesia residents at the Cleveland Clinic. Analysis was restricted to adults having noncardiac surgery with general anesthesia. Outcome variables were in-training exam scores and subjective evaluations of resident performance ranked in quintiles. The primary predictor was cumulative systolic arterial pressure less than 70 mmHg. Secondary predictors were administration of vasopressors, frequency of hypotension, average duration of hypotensive episodes, and blood pressure variability. The primary statistical approach was mixed-effects modeling, adjusted for potential confounders. The authors considered 15,216 anesthesia care episodes. A total of 1,807 hypotensive episodes were observed, lasting an average of 32 ± 20 min (SD) per 100 h of anesthesia, with 68% being followed by vasopressor administration. The duration of severe hypotension (systolic pressure less than 70 mmHg) was associated with neither Competence Committee evaluations nor in-training exam scores. There was also no association between secondary blood pressure predictors and either Competence Committee evaluations or in-training exam results. There was no association between any of the five blood pressure management characteristics and either in-training exam scores or clinical competence evaluations. However, it remains possible that the measures of physiologic control, as assessed from electronic anesthesia records, evaluate useful but different aspects of anesthesiologist

  14. Temporal structure of first-year courses and success at course exams: comparison of traditional continual and block delivery of anatomy and chemistry courses.

    LENUS (Irish Health Repository)

    Salopek, Daniela

    2012-01-31

    AIM: To evaluate students\\' academic success at delivered in a traditional continual course, spread over the two semesters, or in alternating course blocks. METHOD: We analyzed the data on exam grades for Anatomy and Chemistry courses in the first year of the curriculum for academic year 2001\\/02, with the traditional continual delivery of the courses (n=253 for chemistry and n=243 for anatomy), and academic year 2003\\/04, with block delivery of the courses (n=255 for Chemistry and n=260 for Anatomy). Grades from the final examination were analyzed only for students who sat the exam at the first available exam term and passed the course. For the Anatomy block course, grades at 2 interim written tests and 2 parts of the final exam (practical stage exam and oral exam) in each block were analyzed for students who passed all interim tests and the final exam. RESULTS: There were no differences between two types of course delivery in the number of students passing the final examination at first attempt. There was a decrease in passing percentage for the two Anatomy block course student groups in 2003\\/04 (56% passing students in block 1 vs 40% in block 2, P=0.014). There was an increase in the average grades from 2001\\/02 to 2003\\/04 academic year due to an increase in Chemistry grades (F1,399=18.4, P<0.001, 2 x 2 ANOVA). There was no effect of the sequence of their delivery (F1,206=1.8, P=0.182, 2 x 2 ANOVA). There was also a significant difference in grades on interim assessments of Anatomy when it was delivered in the block format (F3,85=28.8, P<0.001, between-within subjects 2 x 4 ANOVA). CONCLUSIONS: The type of course delivery was not associated with significant differences in student academic success in Anatomy and Chemistry courses in the medical curriculum. Students can successfully pass these courses when they are delivered either in a continual, whole year format or in a condensed time format of a course block, regardless of the number and type of

  15. Use of the National Board of Medical Examiners® Comprehensive Basic Science Exam: survey results of US medical schools.

    Science.gov (United States)

    Wright, William S; Baston, Kirk

    2017-01-01

    The National Board of Medical Examiners ® (NBME) Comprehensive Basic Science Exam (CBSE) is a subject exam offered to US medical schools, where it has been used for external validation of student preparedness for the United States Medical Licensing Examination ® (USMLE) Step 1 in new schools and schools undergoing curricular reform. Information regarding the actual use of the NBME CBSE is limited. Therefore, the aim of the survey was to determine the scope and utilization of the NBME CBSE by US medical schools. A survey was sent in May 2016 to curriculum leadership of the 139 US medical schools listed on the Liaison Committee on Medical Education (LCME ® ) website with provisional or full accreditation as of February 29, 2016. Responses were received from 53 schools (38% response rate). A series of different follow-up questions were asked if respondents stated "yes" or "no" to the initial question "Does your institution administer the NBME CBSE prior to the USMLE Step 1?". A total of 37 schools (70%) administered the NBME CBSE. In all, 36 of the 37 schools responded to follow-up questions. Of 36 schools, 13 schools (36%) used the NBME CBSE for curriculum modification. Six schools (17%) used the NBME CBSE for formative assessment for a course, and five schools (14%) used the NBME CBSE for summative assessment for a course. A total of 28 schools (78%) used the NBME CBSE for identifying students performing below expectations and providing targeted intervention strategies. In all, 24 schools (67%) of the 36 responding schools administering the NBME CBSE administered the test once prior to the administration of the USMLE Step 1, whereas 10 (28%) schools administered the NBME CBSE two or more times prior to the administration of the USMLE Step 1. Our data suggest that the NBME CBSE is administered by many US medical schools. However, the objective, timing, and number of exams administered vary greatly among schools.

  16. Career Excess Mortality Risk from Diagnostic Radiological Exams Required for Crewmembers Participating in Long Duration Space Flight

    Science.gov (United States)

    Dodge, C. W.; Gonzalez, S. M.; Picco, C. E.; Johnston, S. L.; Shavers, M. R.; VanBaalen, M.

    2008-01-01

    NASA requires astronauts to undergo diagnostic x-ray examinations as a condition for their employment. The purpose of these procedures is to assess the astronaut s overall health and to diagnose conditions that could jeopardize the success of long duration space missions. These include exams for acceptance into the astronaut corps, routine periodic exams, as well as evaluations taken pre and post missions. Issues: According to NASA policy these medical examinations are considered occupational radiological exposures, and thus, are included when computing the astronaut s overall radiation dose and associated excess cancer mortality risk. As such, astronauts and administrators are concerned about the amount of radiation received from these procedures due to the possibility that these additional doses may cause astronauts to exceed NASA s administrative limits, thus disqualifying them from future flights. Methods: Radiation doses and cancer mortality risks following required medical radiation exposures are presented herein for representative male and female astronaut careers. Calculation of the excess cancer mortality risk was performed by adapting NASA s operational risk assessment model. Averages for astronaut height, weight, number of space missions and age at selection into the astronaut corps were used as inputs to the NASA risk model. Conclusion: The results show that the level of excess cancer mortality imposed by all required medical procedures over an entire astronaut s career is approximately the same as that resulting from a single short duration space flight (i.e. space shuttle mission). In short the summation of all medical procedures involving ionizing radiation should have no impact on the number of missions an astronaut can fly over their career. Learning Objectives: 1. The types of diagnostic medical exams which astronauts are subjected to will be presented. 2. The level of radiation dose and excess mortality risk to the average male and female

  17. Auricular Acupuncture for Exam Anxiety in Medical Students-A Randomized Crossover Investigation.

    Directory of Open Access Journals (Sweden)

    Catharina Klausenitz

    Full Text Available Auricular acupuncture (AA is effective in the treatment of preoperative anxiety. The aim was to investigate whether AA can reduce exam anxiety as compared to placebo and no intervention. Forty-four medical students were randomized to receive AA, placebo, or no intervention in a crossover manner and subsequently completed three comparable oral anatomy exams with an interval of 1 month between the exams/interventions. AA was applied using indwelling fixed needles bilaterally at points MA-IC1, MA-TF1, MA-SC, MA-AT1 and MA-TG one day prior to each exam. Placebo needles were used as control. Levels of anxiety were measured using a visual analogue scale before and after each intervention as well as before each exam. Additional measures included the State-Trait-Anxiety Inventory, duration of sleep at night, blood pressure, heart rate and the extent of participant blinding. All included participants finished the study. Anxiety levels were reduced after AA and placebo intervention compared to baseline and the no intervention condition (p < 0.003. AA was better at reducing anxiety than placebo in the evening before the exam (p = 0.018. Participants were able to distinguish between AA and placebo intervention. Both AA and placebo interventions reduced exam anxiety in medical students. The superiority of AA over placebo may be due to insufficient blinding of participants.

  18. Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes

    Science.gov (United States)

    Stanger-Hall, Kathrin F.

    2012-01-01

    Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not see the need to modify their study strategies for critical thinking, because the MC exam format has not changed. To test the effect of exam format, I used two sections of an introductory biology class. One section was assessed with exams in the traditional MC format, the other section was assessed with both MC and constructed-response (CR) questions. The mixed exam format was correlated with significantly more cognitively active study behaviors and a significantly better performance on the cumulative final exam (after accounting for grade point average and gender). There was also less gender-bias in the CR answers. This suggests that the MC-only exam format indeed hinders critical thinking in introductory science classes. Introducing CR questions encouraged students to learn more and to be better critical thinkers and reduced gender bias. However, student resistance increased as students adjusted their perceptions of their own critical-thinking abilities. PMID:22949426

  19. Avaliação do estado nutricional de indivíduos adultos sadios de classe média: ingestão energética e protéica, antropometria, exames bioquímicos do sangue e testes de imunocompetência Assessment of nutritional status of healthy middle class young and adult subjects living in Botucatu, State of S. Paulo, Brazil: energy and protein intakes, anthropometric and blood biochemical estimations and immunocompetence tests

    Directory of Open Access Journals (Sweden)

    Marco Aurélio de Carvalho Anselmo

    1992-02-01

    Full Text Available Foram estudados parâmetros relacionados ao estado nutricional de 151 adultos sadios, pertencentes à classe média e residindo em Botucatu, SP, Brasil. Valores antropométricos foram maiores nos homens, com exceção da prega tricipital e da área adiposa do braço. O aumento da idade associou-se a aumento dos valores da massa muscular (homens e mulheres e do peso do corpo, da prega tricipital e da área adiposa do braço (mulheres. Os resultados antropométricos aproximaram-se dos valores referenciais internacionais, mas não foram inteiramente concordantes com eles, sendo inferiores para o peso corpóreo e circunferência e área musculares do braço. Nos indivíduos de menos de 50 anos, os valores da ingestão energética foram ligeiramente inferiores aos níveis recomendados. A ingestão protéica foi adequada. Os valores médios das proteínas e lípides do soro foram similares aos valores de referência. Testes de hipersensibilidade cutânea são apresentados como uma prova funcional para avaliação do estado nutricional.Nutritional status was assessed in 151 middle-class healthy adult individuals (69 medical students, 18-29 y, 34 males, 35 females; 48 university personnel, 30-49 y, 24 males, 24 females; and their older relatives, 34 subjects, 50-79 y, 19 males, 15 females living in Botucatu, S. Paulo. Methods included anthropometric measurements, energy and protein intakes, blood biochemical analyses and cutaneous delayed hypersensitivity tests. Anthropometric measurements showed higher values in men, with the exception of the triceps skifold thickness (higher in women and of the arm fat area (higher in the older age female groups; aging seemed to be associated with increases of weight, arm muscle variables and with arm fat accumulation in women and with increases of arm muscle variables in men. The values for anthropometric measurements were in general higher than those found in other Brazilian studies; on the other hand, they

  20. Comparison of absorbed dose of two protocols of tomographic scanning in PET/CT exams; Comparação da dose absorvida de dois protocolos de varredura tomográfica em exame de PET-CT

    Energy Technology Data Exchange (ETDEWEB)

    Paiva, F.G., E-mail: fgpaiva92@gmail.com [Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG (Brazil). Dept. de Engenharia Nuclear; Santana, P.C. [Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG (Brazil). Faculdade de Medicina; Mourão Filho, A.P. [Centro Federal de Educação Tecnológica de Minas Gerais (CEFET-MG), Belo Horizonte, MG (Brazil)

    2017-07-01

    Positron Emission Tomography (PET) associated with Computed Tomography (CT) allows the fusion of functional and anatomical images. When compared to other diagnostic techniques, PET-CT subjects patients to higher levels of radiation, because two modalities are used in a single exam. In this study, the doses absorbed in 19 patient organs from the tomographic scan were evaluated. Radiochromic films were correctly positioned in the Alderson anthropomorphic simulator, male version. For evaluation, two whole body scan protocols were compared. For evaluation, two whole body scan protocols were compared. An increase of up to 600% in the absorbed dose in the pituitary was observed when the protocols were compared, with the lowest observed increase of approximately 160% for the liver. It is concluded that the dose from CT in patients submitted to PET-CT scanning is higher in the protocol used for diagnosis. Considering the high cost of PET-CT exam, in many cases it is preferable that the CT examination is of diagnostic quality, and not only for anatomical mapping, an argument based on the Principle of Justification.

  1. The use of low-osmolar water-soluble contrast in videofluoroscopic swallowing exams.

    Science.gov (United States)

    Harris, Julie A; Bartelt, Detlef; Campion, Molly; Gayler, Bob W; Jones, Bronwyn; Hayes, Andrea; Haynos, Judith; Herbick, Seanne; Kling, Therese; Lingaraj, Arpana; Singer, Michele; Starmer, Heather; Smith, Christine; Webster, Kim

    2013-12-01

    The selection of the contrast agent used during fluoroscopic exams is an important clinical decision. The purpose of this article is to document the usage of a nonionic, water-soluble contrast (iohexol) and barium contrast in adult patients undergoing fluoroscopic exams of the pharynx and/or esophagus and provide clinical indications for the use of each. For 1 year, data were collected on the use of iohexol and barium during fluoroscopic exams. The contrast agent used was selected by the speech language pathologist (SLP) or the radiologist based on the exam's indications. A total of 1,978 fluoroscopic exams were completed in the 12-month period of documentation. Of these exams, 60.6 % were completed for medical reasons and 39.4 % for surgical reasons. Fifty-five percent of the exams were performed jointly by a SLP and a radiologist and 45 % were performed by a radiologist alone. Aspiration was present in 22 % of the exams, vestibular penetration occurred in 38 %, extraluminal leakage of contrast was observed in 4.6 %, and both aspiration and leakage were seen in 1 % of the exams. In cases with aspiration, iohexol was used alone in 8 %, iohexol and barium were both used in 45 %, and barium was used alone in 47 %. In cases with extraluminal leakage, iohexol was used alone in 58 %, iohexol and barium were both used in 31 %, and barium was used alone in 11 %. No adverse effects were seen with the use of iohexol. When barium was used in cases of aspiration and extraluminal leakage, the amount of aspirated barium was small and the extraluminal barium in the instances of leakage was small. Iohexol is a useful screening contrast agent and can safely provide information, and its use reduces the risk of aspiration and the chance of leakage of large amounts of barium.

  2. Predictors of Academic Success for the National Board Dental Hygiene Examination and the Southern Regional Testing Agency Clinical Exam

    Science.gov (United States)

    Efurd, Melissa G.

    2012-01-01

    The purpose for conducting this study was to investigate and describe the relationship between applicant criteria for a dental hygiene program and subsequent outcomes on credentialing exams: the National Board Dental Hygiene Exam and the Southern Regional Testing Agency clinical exam. Because admission criteria play a crucial role in applicant…

  3. An innovative addition to team-based-learning pedagogy to enhance teaching and learning: Students' perceptions of team exams.

    Science.gov (United States)

    Khansari, Parto S; Coyne, Leanne

    The study investigates students' perceptions of the value of implementing a team exam to enhance learning prior to a summative assessment. Team exams are similar to midterm exams, except that answering questions is a team effort. Data was collected from second year pharmacy students at California Northstate University College of Pharmacy (CNUCOP) through a self-administered online survey. The survey questions included closed-ended questions to evaluate students' perception on preparedness for a summative assessment and to rank advantages and disadvantages of the team exams. Of the 40 students who completed the survey (38% response rate), 100% of participants agreed that having a team exam prior to a major exam made them feel more prepared for a major summative exam. Ninety-seven percent of students believed that the team exam helped them to identify gaps in their knowledge and 85% agreed that taking a team exam reinforced their knowledge by teaching other students. The survey results did not identify any major disadvantages to holding a team exam. Students perceived that taking a team exam prior to a midterm exam is an effective approach to review the course contents and identify areas of improvement. Copyright © 2017. Published by Elsevier Inc.

  4. Solar photovoltaic basics a study guide for the NABCEP entry level exam

    CERN Document Server

    White, Sean

    2014-01-01

    Whether or not you are taking the NABCEP Entry Level Exam, learning the material covered in this book is the best investment you can make towards your place in the solar industry.This book explains the science of photovoltaics (PV) in a way that most people can understand using the curriculum which reflects the core modules of the NABCEP Entry Level Exam.Providing complete coverage of the NABCEP syllabus in easily accessible chapters, addressing all of the core objectives that will aid in passing the PV Entry Level Exam including the ten main skill sets:PV Markets and Applications Safety Basic

  5. MCTS self-paced training kit (exam 70-680) configuring Windows 7

    CERN Document Server

    McLean, Ian

    2010-01-01

    NOTE: The most recent printings of this title incorporate corrections to errors found in the earlier printings. This Self-Paced Training Kit is designed to help maximize your performance on 70-680, the required exam for the Microsoft® Certified Technology Specialist (MCTS): Windows 7, Configuration certification.This 2-in-1 kit includes the official Microsoft study guide, plus practice tests on CD to help you assess your skills. It comes packed with the tools and features exam candidates want most-including in-depth, self-paced training based on final exam content; rigorous, objective-by-obj

  6. CompTIA security+ review guide exam SY0-401

    CERN Document Server

    Stewart , James M

    2014-01-01

    Focused review for the CompTIA Security+ certification exam The CompTIA Security+ certification offers tremendous opportunities for IT professionals. For those who want to take their careers to the next level, CompTIA Security+ Review Guide: Exam SY0-401 is here to serve as a great resource for certification preparation. This concise, focused guide is easy to use and is organized by each exam objective for quick review and reinforcement of key topics. You'll find information on network security, compliance and operational security, and threats and vulnerabilities. Additionally, this indispensa

  7. Head First PMP A Brain-Friendly Guide to Passing the Project Management Professional Exam

    CERN Document Server

    Greene, Jennifer

    2009-01-01

    Learn the latest principles and certification objectives in The PMBOK Guide, Fourth Edition, in a unique and inspiring way with Head First PMP . The second edition of this book helps you prepare for the PMP certification exam using a visually rich format designed for the way your brain works. You'll find a full-length sample exam included inside the book. More than just proof of passing a test, a PMP certification means that you have the knowledge to solve most common project problems. But studying for a difficult four-hour exam on project management isn't easy, even for experienced project

  8. CompTIA Security+ Deluxe Study Guide Exam SY0-301

    CERN Document Server

    Dulaney, Emmett

    2011-01-01

    Get a host of extras with this Deluxe version including a Security Administration Simulator!  Prepare for CompTIA's new Security+ exam SY0-301 with this Deluxe Edition of our popular CompTIA Security+ Study Guide, 5th Edition. In addition to the 100% coverage of all exam essentials and study tools you'll find in the regular study guide, the Deluxe Edition gives you over additional hands-on lab exercises and study tools, three additional practice exams, author videos, and the exclusive Security Administration simulator. This book is a CompTIA Recommended product. Provides 100% coverage of all e

  9. A Very Different Non-Stressful Comprehensive Final Exam that Achieve Our Goals for Student Evaluation and Learning

    Science.gov (United States)

    Bhavsar, Suketu

    2015-08-01

    I will introduce the radical concept of a final exam where the questions are given beforehand, a method I first encountered as a graduate student at Princeton University from an outstanding and well known astrophysicist and exceptional teacher, Lyman Spitzer.Every Instructor aspires for students to master all the material covered. A comprehensive final can assess the breadth and depth of their learning. Students are required to review early material in light of later topics, create connections and integrate understanding, thus retaining knowledge for the long term. Comprehensive finals can therefore be a significant basis for student learning and evaluation, but are especially daunting for non-STEM majors in required GE synthesis STEM classes. The exam format proposed here calmed student fears and encouraged thorough review.Ten days before the exam students received 20-30 challenging, well-crafted, numbered questions that interconnected and spanned the entire range of topics. The key is crafting questions that lead to deeply understanding the subject matter and mastering skills to solve problems. At the final, each student was required to pick a number out of a hat and answer that numbered question in a 5-minute presentation. They also had to critically comment on 10 other presentations of their peers. They are graded equally on both.The exam sets up definite goals for a student. Equally important, it enhances collaborative learning and peer mentoring. The conceptual questions and problems that students are required to answer can be studied together in study groups. The final presentation is theirs and they are not only encouraged but required to be constructively critical of their peer presentations.I will provide examples of some of the conceptual and problem solving questions I used. These were crafted to interconnect and span the entire range of topics. This method requires students to be prepared for all of the multitude of crafted question encouraging

  10. Beta-blockers for exams identify students at high risk of psychiatric morbidity

    DEFF Research Database (Denmark)

    Butt, Jawad H.; Dalsgaard, Søren; Torp-Pedersen, Christian

    2017-01-01

    Objectives: Beta-blockers relieve the autonomic symptoms of exam-related anxiety and may be beneficial in exam-related and performance anxiety, but knowledge on related psychiatric outcomes is unknown. We hypothesized that beta-blocker therapy for exam-related anxiety identifies young students...... at risk of later psychiatric events. Methods: Using Danish nationwide administrative registries, we studied healthy students aged 14-30 years (1996-2012) with a first-time claimed prescription for a beta-blocker during the exam period (May-June); students who were prescribed a beta-blocker for medical...... reasons were excluded. We matched these students on age, sex, and time of year to healthy and study active controls with no use of beta-blockers. Risk of incident use of antidepressants, incident use of other psychotropic medications, and suicide attempts was examined by cumulative incidence curves...

  11. Flexible Generation of E-Learning Exams in R: Moodle Quizzes, OLAT Assessments, and Beyond

    Directory of Open Access Journals (Sweden)

    Achim Zeileis

    2014-06-01

    Full Text Available The capabilities of the package exams for automatic generation of (statistical exams in R are extended by adding support for learning management systems: As in earlier versions of the package exam generation is still based on separate Sweave ?les for each exercise but rather than just producing di?erent types of PDF output ?les, the package can now render the same exercises into a wide variety of output formats. These include HTML (with various options for displaying mathematical content and XML speci?cations for online exams in learning management systems such as Moodle or OLAT. This ?exibility is accomplished by a new modular and extensible design of the package that allows for reading all weaved exercises into R and managing associated supplementary ?les (such as graphics or data ?les. The manuscript discusses the readily available user interfaces, the design of the underlying infrastructure, and how new functionality can be built on top of the existing tools.

  12. The relationship of high school graduation exams to graduation rates and SAT scores.

    Directory of Open Access Journals (Sweden)

    Gregory J. Marchant

    2005-01-01

    Full Text Available The current study examined the effect of high school graduation exams on states' graduation rates, states' aggregated SAT scores, and individual students' SAT scores. Three data sources were used: One source identified states requiring a standardized test for graduation; the NCES provided state aggregated data on graduation rates for the class of 2002; and the College Board provided its 2001 SAT database for all test-takers. After controlling for students' demographic characteristics (e.g., race, family education and income, GPA and class rank, regression analyses revealed that states requiring graduation exams had lower graduation rates and lower SAT scores. Individually, students from states requiring a graduation exam performed more poorly on the SAT than did students from states not requiring an exam. The impact of high stakes tests' on students' motivation to stay in school and on the teaching of critical thinking skills (tested by the SAT are discussed.

  13. CCNA routing and switching review guide exams 100-101, 200-101, and 200-120

    CERN Document Server

    Lammle, Todd

    2013-01-01

    Todd Lammle's focused, concise review guide, updated for the latest CCNA exams CCNA is one of the most sought after certifications for IT professionals. If you're preparing for the CCNA Routing and Switching certification, this Sybex review guide offers the best quick review available. Organized by exam objective, it's the perfect supplement to other learning tools, including the Sybex CCNA Routing and Switching Study Guide (ISBN: 9781118749616). All exam topics from exams 100-101, 200-101, and 200-120 are thoroughly covered, and additional study materials including bonus exams, electronic f

  14. Evaluation of the Plastic Surgery In-Service Training Exam: Lower Extremity Questions.

    Science.gov (United States)

    Silvestre, Jason; Basta, Marten N; Serletti, Joseph M; Chang, Benjamin

    2015-01-01

    To facilitate the training of plastic surgery residents, we analyzed a knowledge-based curriculum for plastic and reconstructive surgery of the lower extremity. The Plastic Surgery In-Service Training Exam (PSITE) is a commonly used tool to assess medical knowledge in plastic surgery. We reviewed the lower extremity content on 6 consecutive score keys (2008-2013). Questions were classified by taxonomy, anatomy, and subject. Answer references were quantified by source and relative year of publication. Totally, 107 questions related to the lower extremity (9.1% of all questions) and 14 questions had an associated image (13.1%). Questions required decision making (49%) over interpretation (36%) and direct recall (15%) skills (p < 0.001). Conditions of the leg (42.1%) and thigh (24.3%) constituted most of the questions. Subject matter focused on flap reconstruction (38.3%), nerve injury (8.4%), and congenital deformity (6.5%). Analysis of 263 citations to 66 unique journals showed that Plastic and Reconstructive Surgery (54.9%) was the highest yield primary source. The median year of publication relative to PSITE administration was 6 (range: 1-58) with a mode of 2 years. Plastic Surgery by Mathes et al. was the most referenced textbook (21.9%). These data establish a benchmark for lower extremity training during plastic surgery residency. Study efforts focused on the most common topics and references will enhance trainee preparation for lower extremity PSITE questions. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  15. Medical students’ logbook case loads do not predict final exam scores in surgery clerkship

    Directory of Open Access Journals (Sweden)

    Alabbad J

    2018-04-01

    Full Text Available Jasim Alabbad,1,2 Fawaz Abdul Raheem,2 Ahmad Almusaileem,1 Sulaiman Almusaileem,1 Saba Alsaddah,2 Abdulaziz Almubarak2 1Department of Surgery, Faculty of Medicine, Kuwait University, Kuwait City, Kuwait; 2Department of Surgery, Mubarak Al-Kabeer Hospital, Jabriya, Kuwait Purpose: To investigate the reliability of medical student logbook data in assessing student performance and predicting outcomes in an objective standardized clinical exam and a multiple-choice exam during surgery rotation. In addition, we examined the relationship between exam performance and the number of clinical tutors per student.Materials and methods: A retrospective review of the logbooks of first and third clinical year medical students at the Faculty of Medicine, Kuwait University, was undertaken during their surgery rotation during the academic year 2012–2013.Results: Logbooks of 184 students were reviewed and analyzed. There were 92 and 93 students in the first and third clinical years, respectively. We did not identify any correlation between the number of clinical encounters and clinical exam or multiple-choice exam scores; however, there was an inverse relationship between the number of clinical tutors encountered during a rotation and clinical exam scores.Conclusion: Overall, there was no correlation between the volume of self-reported clinical encounters and exam scores. Furthermore, an inverse correlation between the number of clinical tutors encountered and clinical exam scores was detected. These findings indicate a need for reevaluation of the way logbook data are entered and used as an assessment tool. Keywords: OSCE, assessment, Kuwait, universities, rotation

  16. University mathematics teachers' views on the required reasoning in calculus exams

    OpenAIRE

    Bergqvist, Ewa

    2012-01-01

    Students often use imitative reasoning, i.e. copy algorithms or recall facts, when solving mathematical tasks. Research show that this type of imitative reasoning might weaken the students' understanding of the underlying mathematical concepts. In a previous study, the author classified tasks from 16 final exams from introductory calculus courses at Swedish universities. The results showed that it was possible to pass 15 of the exams, and solve most of the tasks, using imitative reasoning. Th...

  17. Does China¡¯s National College Entrance Exam Effectively Evaluate Applicants?

    OpenAIRE

    Wei Hu; Feng Li; Li Gan

    2014-01-01

    Based on micro-level student data from one Chinese academic institution, we study the validity of the national college entrance exam from the perspective of student performance in college and employment prospects after graduation. We find that the current college entrance exam could reflect the students¡¯ learning ability to a certain degree, providing a relatively valid evaluation. Demonstration of well-rounded development ability should be an important factor in the evaluation system. Based...

  18. Integrity of Disposable Nitrile Exam Gloves Exposed to Simulated Movement

    Science.gov (United States)

    Phalen, Robert N.; Wong, Weng Kee

    2011-01-01

    Every year, millions of health care, first responder, and industry workers are exposed to chemical and biological hazards. Disposable nitrile gloves are a common choice as both a chemical and physical barrier to these hazards, especially as an alternative to natural latex gloves. However, glove selection is complicated by the availability of several types or formulations of nitrile gloves, such as low-modulus, medical-grade, low-filler, and cleanroom products. This study evaluated the influence of simulated movement on the physical integrity (i.e., holes) of different nitrile exam glove brands and types. Thirty glove products were evaluated out-of-box and after exposure to simulated whole-glove movement for 2 hr. In lieu of the traditional 1-L water-leak test, a modified water-leak test, standardized to detect a 0.15 ± 0.05 mm hole in different regions of the glove, was developed. A specialized air inflation method simulated bidirectional stretching and whole-glove movement. A worst-case scenario with maximum stretching was evaluated. On average, movement did not have a significant effect on glove integrity (chi-square; p=0.068). The average effect was less than 1% between no movement (1.5%) and movement (2.1%) exposures. However, there was significant variability in glove integrity between different glove types (p ≤ 0.05). Cleanroom gloves, on average, had the highest percentage of leaks, and 50% failed the water-leak test. Low-modulus and medical-grade gloves had the lowest percentages of leaks, and no products failed the water-leak test. Variability in polymer formulation was suspected to account for the observed discrepancies, as well as the inability of the traditional 1-L water-leak test to detect holes in finger/thumb regions. Unexpectedly, greater than 80% of the glove defects were observed in the finger and thumb regions. It is recommended that existing water-leak tests be re-evaluated and standardized to account for product variability. PMID:21476169

  19. Introducing Computer-Based Testing in High-Stakes Exams in Higher Education: Results of a Field Experiment

    Science.gov (United States)

    Boevé, Anja J.; Meijer, Rob R.; Albers, Casper J.; Beetsma, Yta; Bosker, Roel J.

    2015-01-01

    The introduction of computer-based testing in high-stakes examining in higher education is developing rather slowly due to institutional barriers (the need of extra facilities, ensuring test security) and teacher and student acceptance. From the existing literature it is unclear whether computer-based exams will result in similar results as paper-based exams and whether student acceptance can change as a result of administering computer-based exams. In this study, we compared results from a computer-based and paper-based exam in a sample of psychology students and found no differences in total scores across the two modes. Furthermore, we investigated student acceptance and change in acceptance of computer-based examining. After taking the computer-based exam, fifty percent of the students preferred paper-and-pencil exams over computer-based exams and about a quarter preferred a computer-based exam. We conclude that computer-based exam total scores are similar as paper-based exam scores, but that for the acceptance of high-stakes computer-based exams it is important that students practice and get familiar with this new mode of test administration. PMID:26641632

  20. Introducing Computer-Based Testing in High-Stakes Exams in Higher Education: Results of a Field Experiment.

    Science.gov (United States)

    Boevé, Anja J; Meijer, Rob R; Albers, Casper J; Beetsma, Yta; Bosker, Roel J

    2015-01-01

    The introduction of computer-based testing in high-stakes examining in higher education is developing rather slowly due to institutional barriers (the need of extra facilities, ensuring test security) and teacher and student acceptance. From the existing literature it is unclear whether computer-based exams will result in similar results as paper-based exams and whether student acceptance can change as a result of administering computer-based exams. In this study, we compared results from a computer-based and paper-based exam in a sample of psychology students and found no differences in total scores across the two modes. Furthermore, we investigated student acceptance and change in acceptance of computer-based examining. After taking the computer-based exam, fifty percent of the students preferred paper-and-pencil exams over computer-based exams and about a quarter preferred a computer-based exam. We conclude that computer-based exam total scores are similar as paper-based exam scores, but that for the acceptance of high-stakes computer-based exams it is important that students practice and get familiar with this new mode of test administration.

  1. Do Resit Exams Promote Lower Investments of Study Time? Theory and Data from a Laboratory Study.

    Science.gov (United States)

    Nijenkamp, Rob; Nieuwenstein, Mark R; de Jong, Ritske; Lorist, Monicque M

    2016-01-01

    Although many educational institutions allow students to resit exams, a recently proposed mathematical model suggests that this could lead to a dramatic reduction in study-time investment, especially in rational students. In the current study, we present a modification of this model in which we included some well-justified assumptions about learning and performance on multiple-choice tests, and we tested its predictions in two experiments in which participants were asked to invest fictional study time for a fictional exam. Consistent with our model, the prospect of a resit exam was found to promote lower investments of study time for a first exam and this effect was stronger for participants scoring higher on the cognitive reflection test. We also found that the negative effect of resit exams on study-time investment was attenuated when access to the resit was made uncertain by making it probabilistic or dependent on obtaining a minimal, non-passing grade for the first attempt. Taken together, these results suggest that offering students resit exams may compromise the achievement of learning goals, and they raise the more general implication that second chances promote risky behavior.

  2. Test anxiety levels of board exam going students in Tamil Nadu, India.

    Science.gov (United States)

    Mary, Revina Ann; Marslin, Gregory; Franklin, Gregory; Sheeba, Caroline J

    2014-01-01

    The latest report by the National Crime Records Bureau has positioned Tamil Nadu as the Indian state with highest suicide rate. At least in part, this is happening due to exam pressure among adolescents, emphasizing the imperative need to understand the pattern of anxiety and various factors contributing to it among students. The present study was conducted to analyze the level of state anxiety among board exam attending school students in Tamil Nadu, India. A group of 100 students containing 50 boys and 50 girls from 10th and 12th grades participated in the study and their state anxiety before board exams was measured by Westside Test Anxiety Scale. We found that all board exam going students had increased level of anxiety, which was particularly higher among boys and 12th standard board exam going students. Analysis of various demographic variables showed that students from nuclear families presented higher anxiety levels compared to their desired competitive group. Overall, our results showing the prevalence of state anxiety among board exam going students in Tamil Nadu, India, support the recent attempt taken by Tamil Nadu government to improve student's academic performance in a healthier manner by appointing psychologists in all government schools.

  3. The new features of the ExaMe evaluation system and reliability of its fixed tests.

    Science.gov (United States)

    Martinková, P; Zvára, K; Zvárová, J; Zvára, K

    2006-01-01

    The ExaMe system for the evaluation of targeted knowledge has been in development since 1998. The new features of the ExaMe system are introduced in this paper. Especially, the new three-layer architecture is described. Besides the system itself, the properties of fixed tests in the ExaMe system are studied. In special detail, the reliability of the fixed tests is discussed. The theory background is explained and some limitations of the reliability are pointed out. Three characteristics used for estimation of reliability of educational tests are discussed: Cronbach's alpha, standardized item alpha and split half coefficient. The relation between these characteristics and reliability and between characteristics themselves is investigated. In more detail, the properties of Cronbach's alpha, the characteristics mostly used for the estimation of reliability, are discussed. A confidence interval is introduced for the characteristics. Since 2000, the serviceability of the ExaMe evaluation system as the supporting evaluation tool has been repeatedly shown at the courses of Ph.D. studies in biomedical informatics at Charles University in Prague. The ExaMe system also opens new possibilities for self-evaluation and distance learning, especially when connected with electronic books on the Internet. The estimation of reliability of tests contains some limitations. Keeping them in mind, we can still get some information about the quality of certain educational tests. Therefore, the estimation of reliability of the fixed tests is implemented in the ExaMe system.

  4. Sleep quality during exam stress: the role of alcohol, caffeine and nicotine.

    Science.gov (United States)

    Zunhammer, Matthias; Eichhammer, Peter; Busch, Volker

    2014-01-01

    Academic exam stress is known to compromise sleep quality and alter drug consumption in university students. Here we evaluated if sleeping problems and changes in legal drug consumption during exam stress are interrelated. We used the Pittsburgh Sleep Quality Index (PSQI) to survey sleep quality before, during, and after an academic exam period in 150 university students in a longitudinal questionnaire study. Self-reports of alcohol, caffeine, and nicotine consumption were obtained. The Perceived Stress Questionnaire (PSQ-20) was used as a measure of stress. Sleep quality and alcohol consumption significantly decreased, while perceived stress and caffeine consumption significantly increased during the exam period. No significant change in nicotine consumption was observed. In particular, students shortened their time in bed and showed symptoms of insomnia. Mixed model analysis indicated that sex, age, health status, as well as the amounts of alcohol and caffeine consumed had no significant influence on global sleep quality. The amount of nicotine consumed and perceived stress were identified as significant predictors of diminished sleep quality. Nicotine consumption had a small-to-very-small effect on sleep quality; perceived stress had a small-to-moderate effect. In conclusion, diminished sleep quality during exam periods was mainly predicted by perceived stress, while legal drug consumption played a minor role. Exam periods may pose an interesting model for the study of stress-induced sleeping problems and their mechanisms.

  5. Sleep quality during exam stress: the role of alcohol, caffeine and nicotine.

    Directory of Open Access Journals (Sweden)

    Matthias Zunhammer

    Full Text Available Academic exam stress is known to compromise sleep quality and alter drug consumption in university students. Here we evaluated if sleeping problems and changes in legal drug consumption during exam stress are interrelated. We used the Pittsburgh Sleep Quality Index (PSQI to survey sleep quality before, during, and after an academic exam period in 150 university students in a longitudinal questionnaire study. Self-reports of alcohol, caffeine, and nicotine consumption were obtained. The Perceived Stress Questionnaire (PSQ-20 was used as a measure of stress. Sleep quality and alcohol consumption significantly decreased, while perceived stress and caffeine consumption significantly increased during the exam period. No significant change in nicotine consumption was observed. In particular, students shortened their time in bed and showed symptoms of insomnia. Mixed model analysis indicated that sex, age, health status, as well as the amounts of alcohol and caffeine consumed had no significant influence on global sleep quality. The amount of nicotine consumed and perceived stress were identified as significant predictors of diminished sleep quality. Nicotine consumption had a small-to-very-small effect on sleep quality; perceived stress had a small-to-moderate effect. In conclusion, diminished sleep quality during exam periods was mainly predicted by perceived stress, while legal drug consumption played a minor role. Exam periods may pose an interesting model for the study of stress-induced sleeping problems and their mechanisms.

  6. WASHBACK OF THE ENGLISH SECTION OF COLLEGE ENTRANCE EXAM ON THE STUDENTS’ PRODUCTIVE AND RECEPTIVE SKILLS

    Directory of Open Access Journals (Sweden)

    Fitri Wulandari Wulandari

    2016-09-01

    Full Text Available Exam plays a powerful role in educational system and exerts significant washback onstudents’ learning. Washback, the impact of exams on education in general andlanguage examining in particular, has become a popular area of study withineducational research. This paper focuses on the washback effects of college entranceexam on students’ productive and receptive skills in STKIP MuhammadiyahPringsewu Lampung. The main concern of the study was to investigate the impact ofcollege entrance exam on productive and receptive language skills in STKIPMuhammadiyah Pringsewu Lampung. 53 first year students at English EducationDepartment in the academic year of 2015-2016 of STKIP Muhammadiyah PringsewuLampung attended the study. A 26-item questionnaire was designed and administeredto 53 students. The data were analyzed using statistical analysis including descriptivestatistics (frequency, percentage, mean, and standard deviation. It has been found outthat the exam has some negative effects on students’ language productive andreceptive skills on the first year students at English Education Department of STKIPMuhammadiyah Pringsewu Lampung. Some changes to exam that might be gratefulare discussed in the last section of the paper.Keywords: washback effect, college entrance exam, students’ productive skills

  7. Effective dose and cancer risk in PET/CT exams; Dose efetiva e risco de cancer em exames de PET/CT

    Energy Technology Data Exchange (ETDEWEB)

    Pinto, Gabriella M.; Sa, Lidia Vasconcellos de, E-mail: montezano@ird.gov.br, E-mail: Iidia@ird.gov.br [Instituto de Radioprotecao e Dosimetria (IRD/CNEN-RJ), Rio de Janeiro, RJ (Brazil)

    2013-07-01

    Due to the use of radiopharmaceutical positron-emitting in PET exam and realization of tomography by x-ray transmission in CT examination, an increase of dose with hybrid PET/CT technology is expected. However, differences of doses have been reported in many countries for the same type of procedure. It is expected that the dose is an influent parameter to standardize the protocols of PET/CT. This study aimed to estimate the effective doses and absorbed in 65 patients submitted to oncological Protocol in a nuclear medicine clinic in Rio de Janeiro, considering the risk of induction of cancer from the scan. The CT exam-related doses were estimated with a simulator of PMMA and simulated on the lmPACT resistance, which for program effective dose, were considered the weight factors of the lCRP 103. The PET exam doses were estimated by multiplying the activity administered to the patient with the ICRP dose 80 factors. The radiological risk for cancer incidence were estimated according to the ICRP 103. The results showed that the effective dose from CT exam is responsible for 70% of the effective total in a PET/CT scan. values of effective dose for the PET/CT exam reached average values of up to 25 mSv leading to a risk of 2, 57 x 10{sup -4}. Considering that in staging of oncological diseases at least four tests are performed annually, the total risk comes to 1,03x 10{sup -3}.

  8. [Relieving pre-exam anxiety syndrome with wrist-ankle acupuncture: a randomized controlled trial].

    Science.gov (United States)

    Shu, Shi; Li, Tong-ming; Fang, Fan-fu; He, Hou-luo; Zhou, Qing-hui; Gu, Wei; Zhou, Shuang

    2011-06-01

    Pre-exam anxiety syndrome is a common condition occurring in pre-exam students and directly affects their examination performance and physical state. Wrist-ankle acupuncture has significant therapeutic effects in treating mental disorders and may also relieve the symptoms of pre-exam anxiety syndrome. To assess the therapeutic effect of wrist-ankle acupuncture on pre-exam anxiety syndrome. A total of 60 students who met the inclusion criteria of pre-exam anxiety syndrome were enrolled from a university in Shanghai and they were randomly divided into treatment group and control group. There were 30 cases in each group, and no case failed to follow-up. In the treatment group, wrist-ankle acupuncture was adopted to point upper 1 bilaterally (impression between flexor carpi ulnaris tendon and ulnar margin), and there was no requirement for Deqi (arrival of qi). In the control group, sham acupuncture was adopted. The treatment was applied 3 times totally in both groups one week before the exam, once every other day, each time with the needles retained for 30 min. The therapeutic effects were compared between two groups. Before and after 3 treatments, Sarason Test Anxiety Scale (TAS) and Expectation and Treatment Credibility Scale (ETCS) were measured and evaluated. The therapeutic effect experienced by the treatment group was better than that of the control group (PETCS before treatment between the two groups. The scores of TAS after treatment in two groups were higher than those before treatment (PETCS than those in the control group (P<0.05, P<0.01). No adverse reaction was reported. Wrist-ankle acupuncture can relieve the symptoms of pre-exam anxiety syndrome significantly, and this therapy is highly safe.

  9. ContoExam: an ontology on context-aware examinations

    NARCIS (Netherlands)

    Brandt, P.; Basten, A.A.; Stuijk, S.

    2014-01-01

    Patient observations in health care, subjective surveys in social research or dyke sensor data in water management are all examples of measurements. Several ontologies already exist to express measurements, W3C's SSN ontology being a prominent example. However, these ontologies address quantities

  10. Factors associated with intentions to adhere to colorectal cancer screening follow-up exams

    Directory of Open Access Journals (Sweden)

    Ishibashi Teruo

    2006-11-01

    Full Text Available Abstract Background To increase adherence rate to recommendations for follow-up after abnormal colorectal cancer (CRC screening results, factors that inhibit and facilitate follow-up must be identified. The purpose of this study was to identify the factors associated with intention to adhere to CRC screening follow-up exams. Methods During a 4-week period in October 2003, this survey was conducted with 426 subjects participating in a community-based CRC screening program in Nagano, Japan. Study measures included intention to adhere to recommendation for clinical follow-up in the event of an abnormal fecal occult blood test (FOBT result, perceived susceptibility and severity of CRC, perceived benefits and barriers related to undergoing follow-up examination, social support, knowledge of CRC risk factors, health status, previous CRC screening, personality and social demographic characteristics. Univariate and multivariate logistic regression analyses on intention to adhere to recommendations for follow-up were performed. Results Among the 288 individuals analyzed, approximately 74.7% indicated that they would definitely adhere to recommendations for follow-up. After controlling for age, gender, marital status, education, economic status, trait anxiety, bowel symptoms, family history of CRC, and previous screening FOBT, analyses revealed that lower levels of perceived barriers, higher levers of perceived benefits and knowledge of CRC risk factors were significantly associated with high intention respectively. Conclusion The results of this study suggest that future interventions should focus on reducing modifiable barriers by clarifying misperceptions about follow-up, promoting the acceptance of complete diagnostic evaluations, addressing psychological distress, and making follow-up testing more convenient and accessible. Moreover, educating the public regarding the risk factors of CRC and increasing understanding of the benefits of follow-up is

  11. Analysis of placenta vascularization in patients with uterine altered artery Doppler flow velocity exams.

    Science.gov (United States)

    Gilio, Daniel Bruno; Miranda Corrêa, Rosana Rosa; Souza de Oliveira Guimarães, Camila; Peres, Luiz Cesar; Marques Salge, Ana Karina; Cavellani, Camila Lourencini; de Paula Antunes Teixeira, Vicente; Costa da Cunha Castro, Eumenia

    2009-08-01

    One of the frequent questions in obstetric practice is to determine placental vascular changes that may account for abnormal Doppler flow velocity alterations in maternal uterine vessels from women and fetuses without pregnancy pathology. A retrospective morphometric study was realized using 27 placentas from patients submitted for Doppler flow velocity exam during pregnancy. The placentas were morphologically examined using hematoxylin-eosin staining. Measurements of villi were made with the use of a video camera coupled to a common light microscope and a computer with automatic image analyzing software. Of the 27 placentas, 13 (48%) were of patients showing unaltered Doppler and 14 (52%) showing altered Doppler. The number of stem villi vessels was significantly larger in the placentas of patients with Doppler exam alterations (P = 0.003). This group also presented greater stem villi vessel thickness, although without significant difference. The number of intermediary and terminal villi vessels was greater in the placentas of patients with altered Doppler exams (P < 0.001), and a greater terminal villi area was observed in these cases (P < 0.001). The morphological proof that uterine artery Doppler flow velocity exam alterations are associated with placental vascular alterations demonstrates the importance of this exam during prenatal care, even in the absence of maternal-fetal alterations.

  12. Self-Directed Learning Modules for Independent Learning: IELTS Exam Preparation

    Directory of Open Access Journals (Sweden)

    Brian R. Morrison

    2011-06-01

    Full Text Available Learners studying for exams sometimes show a lack of awareness in their abilities as tested through the framework of that exam. Instead, such learners focus on the score obtained in exams, and exam preparation includes using textbooks, online materials and timed use of past papers. The purpose of exam-focused flexible self-directed learning modules (FSDLMs at Kanda University of International Studies have been designed to address this by developing learners’ ability to identify their strengths and weaknesses, to make informed decisions about their own learning, and to improve their test-taking skills. Each FSDLM has at its core a diagnostic for learners to use for self-evaluation, often with guidance from a learning advisor. This process leads to the setting of clear goals and the development and implementation of an individual learning plan through a variety of dialogues. Learners have the potential to transfer this skill beyond examination preparation to other areas of learning. In other words, learners’ awareness of needs analysis, planning, implementation and evaluation is fostered with a view to developing their language learning ability within and beyond this module.

  13. Use of the National Board of Medical Examiners® Comprehensive Basic Science Exam: survey results of US medical schools

    Directory of Open Access Journals (Sweden)

    Wright WS

    2017-06-01

    Full Text Available William S Wright,1 Kirk Baston2 1Department of Biomedical Sciences, 2Department of Pathology, University of South Carolina School of Medicine Greenville, Greenville, SC, USA Purpose: The National Board of Medical Examiners® (NBME Comprehensive Basic Science Exam (CBSE is a subject exam offered to US medical schools, where it has been used for external validation of student preparedness for the United States Medical Licensing Examination® (USMLE Step 1 in new schools and schools undergoing curricular reform. Information regarding the actual use of the NBME CBSE is limited. Therefore, the aim of the survey was to determine the scope and utilization of the NBME CBSE by US medical schools.Methods: A survey was sent in May 2016 to curriculum leadership of the 139 US medical schools listed on the Liaison Committee on Medical Education (LCME® website with provisional or full accreditation as of February 29, 2016. Responses were received from 53 schools (38% response rate. A series of different follow-up questions were asked if respondents stated “yes” or “no” to the initial question “Does your institution administer the NBME CBSE prior to the USMLE Step 1?”.Results: A total of 37 schools (70% administered the NBME CBSE. In all, 36 of the 37 schools responded to follow-up questions. Of 36 schools, 13 schools (36% used the NBME CBSE for curriculum modification. Six schools (17% used the NBME CBSE for formative assessment for a course, and five schools (14% used the NBME CBSE for summative assessment for a course. A total of 28 schools (78% used the NBME CBSE for identifying students performing below expectations and providing targeted intervention strategies. In all, 24 schools (67% of the 36 responding schools administering the NBME CBSE administered the test once prior to the administration of the USMLE Step 1, whereas 10 (28% schools administered the NBME CBSE two or more times prior to the administration of the USMLE Step 1.Conclusion

  14. Evaluation of virtual environment as a form of interactive resuscitation exam

    Science.gov (United States)

    Leszczyński, Piotr; Charuta, Anna; Kołodziejczak, Barbara; Roszak, Magdalena

    2017-10-01

    There is scientific evidence confirming the effectiveness of e-learning within resuscitation, however, there is not enough research on modern examination techniques within the scope. The aim of the pilot research is to compare the exam results in the field of Advanced Life Support in a traditional (paper) and interactive (computer) form as well as to evaluate satisfaction of the participants. A survey was conducted which meant to evaluate satisfaction of exam participants. Statistical analysis of the collected data was conducted at a significance level of α = 0.05 using STATISTICS v. 12. Final results of the traditional exam (67.5% ± 15.8%) differed significantly (p test. Significant differences between the results of a traditional test and the one supported by Computer Based Learning system showed the possibility of achieving a more detailed competence verification in the field of resuscitation thanks to interactive solutions.

  15. Development of a testlet generator in re-engineering the Indonesian physics national-exams

    Science.gov (United States)

    Mindyarto, Budi Naini; Mardapi, Djemari; Bastari

    2017-08-01

    The Indonesian Physics national-exams are end-of-course summative assessments that could be utilized to support the assessment for learning in physics educations. This paper discusses the development and evaluation of a testlet generator based on a re-engineering of Indonesian physics national exams. The exam problems were dissected and decomposed into testlets revealing the deeper understanding of the underlying physical concepts by inserting a qualitative question and its scientific reasoning question. A template-based generator was built to facilitate teachers in generating testlet variants that would be more conform to students' scientific attitude development than their original simple multiple-choice formats. The testlet generator was built using open source software technologies and was evaluated focusing on the black-box testing by exploring the generator's execution, inputs and outputs. The results showed the correctly-performed functionalities of the developed testlet generator in validating inputs, generating testlet variants, and accommodating polytomous item characteristics.

  16. Prototype of a computer system for managing data and video colonoscopy exams

    Directory of Open Access Journals (Sweden)

    Renato Bobsin Machado

    2012-03-01

    Full Text Available OBJECTIVE: Develop a prototype using computer resources to optimize the management process of clinical information and video colonoscopy exams. MATERIALS AND METHODS: Through meetings with medical and computer experts, the following requirements were defined: management of information about medical professionals, patients and exams; video and image captured by video colonoscopes during the exam, and the availability of these videos and images on the Web for further analysis. The technologies used were Java, Flex, JBoss, Red5, JBoss SEAM, MySQL and Flamingo. RESULTS AND DISCUSSION: The prototype contributed to the area of colonocospy by providing resources to maintain the patients' history, tests and images from video colonoscopies. The web-based application allows greater flexibility to physicians and specialists. The resources for remote analysis of data and tests can help doctors and patients in the examination and diagnosis. CONCLUSION: The implemented prototype has contributed to improve colonoscopy-related processes. Future activities include the prototype deployment in the Service of Coloproctology and the utilization of this model to allow real-time monitoring of these exams and knowledge extraction from such structured database using artificial intelligence.OBJETIVO: Desenvolver um protótipo por meio de recursos computacionais para a otimização de processos de gerenciamento de informações clínicas e de exames de videocolonoscopia. MATERIAIS E MÉTODOS: Por meio de reuniões com especialistas médicos e computacionais, definiram-se os seguintes requisitos: gestão de informações sobre profissionais médicos, pacientes e exames complementares; aquisição dos vídeos e captura de imagens a partir do videocolonoscópio durante a realização desse exame, e a disponibilidade por meio da Web para análise posterior dessas imagens. As tecnologias aplicadas foram: Java, Flex, JBOSS, Red5, JBOSS SEAM, MySQL e Flamingo. RESULTADOS E

  17. Students’ engagement with a collaborative wiki tool predicts enhanced written exam performance

    Directory of Open Access Journals (Sweden)

    Tom Stafford

    2014-08-01

    Full Text Available We introduced voluntary wiki-based exercises to a long-running cognitive psychology course, part of the core curriculum for an undergraduate degree in psychology. Over 2 yearly cohorts, students who used the wiki more also scored higher on the final written exam. Using regression analysis, it is possible to account for students’ tendency to score well on other psychology exams, thus statistically removing some obvious candidate third factors, such as general talent or enthusiasm for psychology, which might drive this correlation. Such an analysis shows that both high- and low-grading students who used the wiki got higher scores on the final exam, with engaged wiki users scoring an average of an extra 5 percentage points. We offer an interpretation of the mechanisms of action in terms of the psychological literature on learning and memory.

  18. [The touched masculinity: a discussion about the digital rectal exam for prostate cancer prevention].

    Science.gov (United States)

    Gomes, Romeu; do Nascimento, Elaine Ferreira; Rebello, Lúcia Emília Figueiredo de Sousa; de Araújo, Fábio Carvalho

    2008-01-01

    The present study aims at analyzing the meanings attributed to the digital rectal exam, seeking to problematize questions underlying the masculine discourse on the basis of aspects of the hegemonic masculinity model. Semi-structured interviews were held with 28 men in the city of Rio de Janeiro, in 2004. Among the main results is the idea that the digital rectal exam is something that violates an interdicted space, something that compromises the current understanding of masculinity, shall say, the digital rectal exam does not only affect the prostate, it also affects the masculinity, puts it to shame. We conclude that for understanding and problematizing the questions related to the prostate cancer prevention in special, and to the question of taking care of oneself from the masculine perspective in general, we need to consider the structural and symbolic aspects that underlie these questions.

  19. Web-based online system for recording and examing of events in power plants

    International Nuclear Information System (INIS)

    Seyd Farshi, S.; Dehghani, M.

    2004-01-01

    Occurrence of events in power plants could results in serious drawbacks in generation of power. This suggests high degree of importance for online recording and examing of events. In this paper an online web-based system is introduced, which records and examines events in power plants. Throughout the paper, procedures for design and implementation of this system, its features and results gained are explained. this system provides predefined level of online access to all data of events for all its users in power plants, dispatching, regional utilities and top-level managers. By implementation of electric power industry intranet, an expandable modular system to be used in different sectors of industry is offered. Web-based online recording and examing system for events offers the following advantages: - Online recording of events in power plants. - Examing of events in regional utilities. - Access to event' data. - Preparing managerial reports

  20. Dose estimation in CT exams of the abdomen based on values of DLP; Estimativa da dose em exames de tomografia de abdome com base nos valores de DLP

    Energy Technology Data Exchange (ETDEWEB)

    Kikuti, C.F.; Medeiros, R.B.; Salvadori, P.S.; Costa, D.M.C; D' lppolito, G., E-mail: kikuticf@gmail.com, E-mail: rbitelli2011@gmail.com [Universidade Federal de Sao Paulo (UNIFESP), SP (Brazil). Coordenadoria de Fisica e Higiene das Radiacoes. Departamento de Diagnostico por Imagem

    2013-10-01

    One of the challenges of multidetector computerized tomography is to minimize the risk of ionizing radiation using optimized protocols since higher doses are necessary to obtain high image quality. It was also noted that, due to the geometry in image acquisition using MDCT becomes necessary to estimate dose values consistent with the hypothesis clinically and with the specificities of the tomographic equipment. The aim of this study was to estimate the doses in abdomen exams from the data recorded on the MDCT console and dimensions obtained from DICOM images of patients undergoing different clinical protocols. Were collected, from the image DICOM of 101 exams, values of the dose length product (DLP) provided by Philips Health Care - Brilliance 64 equipment console, in order to relate them with the dose values obtained by means of thermoluminescent dosimeters ( TLD ) of CasSo{sub 4}:Mn placed on the surface of a cylindrical simulator abdomen acrylic manufactured under the technical - operational conditions for a typical abdomen exam. From the data obtained, it was possible to find a factor of 1.16 ( 5 % ) indicating that the DLP values Brilliance 64 console underestimate the doses and this should be used with correction factor to estimate the total dose of the patient. (author)

  1. Medication competency of nurses according to theoretical and drug calculation online exams: A descriptive correlational study.

    Science.gov (United States)

    Sneck, Sami; Saarnio, Reetta; Isola, Arja; Boigu, Risto

    2016-01-01

    Medication administration is an important task of registered nurses. According to previous studies, nurses lack theoretical knowledge and drug calculation skills and knowledge-based mistakes do occur in clinical practice. Finnish health care organizations started to develop a systematic verification processes for medication competence at the end of the last decade. No studies have yet been made of nurses' theoretical knowledge and drug calculation skills according to these online exams. The aim of this study was to describe the medication competence of Finnish nurses according to theoretical and drug calculation exams. A descriptive correlation design was adopted. Participants and settings All nurses who participated in the online exam in three Finnish hospitals between 1.1.2009 and 31.05.2014 were selected to the study (n=2479). Quantitative methods like Pearson's chi-squared tests, analysis of variance (ANOVA) with post hoc Tukey tests and Pearson's correlation coefficient were used to test the existence of relationships between dependent and independent variables. The majority of nurses mastered the theoretical knowledge needed in medication administration, but 5% of the nurses struggled with passing the drug calculation exam. Theoretical knowledge and drug calculation skills were better in acute care units than in the other units and younger nurses achieved better results in both exams than their older colleagues. The differences found in this study were statistically significant, but not high. Nevertheless, even the tiniest deficiency in theoretical knowledge and drug calculation skills should be focused on. It is important to identify the nurses who struggle in the exams and to plan targeted educational interventions for supporting them. The next step is to study if verification of medication competence has an effect on patient safety. Copyright © 2015 Elsevier Ltd. All rights reserved.

  2. Cisco CCNA/CCENT Exam 640-802, 640-822, 640-816 Preparation Kit With Cisco Router Simulations

    CERN Document Server

    Liu, Dale

    2009-01-01

    Three exams, two certifications, one complete Cisco training solution for networking professionals! .. .. The CCNA exam is an entry-level IT certification from Cisco Systems for professionals installing and maintaining route and switched networks. The current exam material covers networking concepts along with new and updated content on network security fundamentals and the basics of wireless networking. .. .. This book can be used as a study guide for either track you choose to receive your CCNA – the single exam, 640-802 or the combined 640-822 and 640-816, and for the CCENT certification wh

  3. CASP CompTIA Advanced Security Practitioner Study Guide Exam CAS-001

    CERN Document Server

    Gregg, Michael

    2012-01-01

    Get Prepared for CompTIA Advanced Security Practitioner (CASP) Exam Targeting security professionals who either have their CompTIA Security+ certification or are looking to achieve a more advanced security certification, this CompTIA Authorized study guide is focused on the new CompTIA Advanced Security Practitioner (CASP) Exam CAS-001. Veteran IT security expert and author Michael Gregg details the technical knowledge and skills you need to conceptualize, design, and engineer secure solutions across complex enterprise environments. He prepares you for aspects of the certification test that as

  4. MCSA Windows Server 2012 R2 configuring advanced services study guide exam 70-412

    CERN Document Server

    Panek, William

    2015-01-01

    The bestselling MCSA study guide, with expert instruction andhands-on practice MCSA Windows Server 2012 R2 Configuring Advanced ServicesStudy Guide provides focused preparation for exam 70-412 and isfully updated to align with the latest Windows Server 2012 R2objectives. This comprehensive guide covers 100 percent of all examobjective domains, and includes hundreds of practice questions andanswers. You get access to video demonstrations, electronicflashcards, and practice exams, and hands-on exercises based onreal-world scenarios allow you to apply your skills to everydaytasks. Organized by o

  5. MCTS Microsoft SharePoint 2010 Configuration Study Guide Exam 70-667

    CERN Document Server

    Pyles, James

    2010-01-01

    A Sybex study guide for the new SharePoint Server 2010 Configuration examSharePoint holds 55 percent of the collaboration and content management market, with many more companies indicating they plan to join the fold. IT professionals interested in enhancing their marketability with the new Microsoft Certified Technology Specialist: Microsoft SharePoint Server 2010 Configuring exam will find this guide may be their only alternative to costly classroom training.Microsoft SharePoint claims over half the market for collaboration and content management software; IT professionals will boost their ma

  6. CompTIA Network+ Certification Study Guide, Exam N10-004

    CERN Document Server

    Shimonski, Robert

    2009-01-01

    CompTIA's Network+ certification is a globally-recognized, vendor neutral exam that has helped over 235,000 IT professionals reach further and higher in their careers. The 2009 Network+ exam (N10-004) is a major update with more focus on security and wireless aspects of networking. Our new study guide has been updated accordingly with focus on network, systems, and WAN security and complete coverage of today's wireless networking standards. As always this companion covers the core Network+ material including basic design principles, management and operation of a network infrastructure, and tes

  7. Difficulty in the Clinical Diagnosis of Tularemia: Highlighting the Importance of a Physical Exam

    Directory of Open Access Journals (Sweden)

    Rupin Kumar

    2018-01-01

    Full Text Available We report an 18-month-old male who presented with fever and nonspecific symptoms. He was evaluated for multiple differential diagnoses including Kawasaki disease and JIA and received treatment for them. After he was readmitted, tularemia was considered based on the physical exam finding of an ulcer on the scalp and enlarged lymph nodes. Tularemia titers were positive, and the patient was given the appropriate antibiotic and was discharged home. Follow-up of the patient showed complete resolution of symptoms. This is a case that demonstrates the importance of physical exam in identifying rare diseases presenting with common signs and symptoms.

  8. Challenges Faced by International Medical Students Due to Changes in Canadian Entrance Exam Policy

    Directory of Open Access Journals (Sweden)

    Pishoy Gouda

    2015-03-01

    Full Text Available The Medical Council of Canada has set new eligibility criteria for examinations that are required in order to apply to postgraduate training. This is to facilitate the establishment of the National Assessment Collaboration Objective Structured Clinical Examination. These changes result in increased hardships on Canadians studying abroad who are wishing to apply for postgraduate training in Canada. While these exams are crucial to protect medical standards and the quality of healthcare in Canada, slight modifications of the examination timelines may alleviate some of the burdens caused by these exams.

  9. VCP VMware Certified Professional on vSphere 4 Study Guide, Exam VCP-410

    CERN Document Server

    Perry, Brian; Fields, Jeantet

    2010-01-01

    VMware vSphere 4 virtualization certification-here's how to prepare for the exam!. VMware's vSphere 4 is the latest offering from this leading virtualization software provider. With today's emphasis on going green and cutting costs, virtualization of IT infrastructures is a hot topic. What better way to show the marketplace your virtualization expertise than with a VMware Certified Professional on vSphere 4 certification? This in-depth study guide covers all exam objectives, thoroughly preparing you with challenging review questions, real-world scenarios, hands-on exercises, and more.: VMware'

  10. Beta-Blockers for Exams Identify Students at High Risk of Psychiatric Morbidity.

    Science.gov (United States)

    Butt, Jawad H; Dalsgaard, Søren; Torp-Pedersen, Christian; Køber, Lars; Gislason, Gunnar H; Kruuse, Christina; Fosbøl, Emil L

    2017-04-01

    Beta-blockers relieve the autonomic symptoms of exam-related anxiety and may be beneficial in exam-related and performance anxiety, but knowledge on related psychiatric outcomes is unknown. We hypothesized that beta-blocker therapy for exam-related anxiety identifies young students at risk of later psychiatric events. Using Danish nationwide administrative registries, we studied healthy students aged 14-30 years (1996-2012) with a first-time claimed prescription for a beta-blocker during the exam period (May-June); students who were prescribed a beta-blocker for medical reasons were excluded. We matched these students on age, sex, and time of year to healthy and study active controls with no use of beta-blockers. Risk of incident use of antidepressants, incident use of other psychotropic medications, and suicide attempts was examined by cumulative incidence curves for unadjusted associations and multivariable cause-specific Cox proportional hazard analyses for adjusted hazard ratios (HRs). We identified 12,147 healthy students with exam-related beta-blocker use and 12,147 matched healthy students with no current or prior use of beta-blockers (median age, 19 years; 80.3% women). Among all healthy students, 0.14% had a first-time prescription for a beta-blocker during the exam period with the highest proportion among students aged 19 years (0.39%). Eighty-one percent of the students filled only that single prescription for a beta-blocker during follow-up. During follow-up, 2225 (18.3%) beta-blocker users and 1400 (11.5%) nonbeta-blocker users were prescribed an antidepressant (p beta-blocker users and 658 (5.4%) nonbeta-blocker users were prescribed a psychotropic drug (p beta-blocker users and 6 (0.05%) nonbeta-blocker users attempted suicide (p = 0.03). Exam-related beta-blocker use was associated with an increased risk of antidepressant use (adjusted HRs, 1.68 [95% confidence intervals (CIs), 1.57-1.79], p beta-blockers during the exam period was

  11. Development of a subjective refraction simulator

    Science.gov (United States)

    Perches, S.; Ares, J.; Collados, M. V.

    2013-11-01

    We have developed simulation software by Matlab (MathworksInc.) with a graphical interface designed for non-expert users. This simulator allows you to complete the process of subjective refraction starting from the aberrometry of the patients and analyse the influence of different factors during the exam. In addition to explain the graphical interface and its working, we show two examples about a complete process of subjective refraction with the influence of high order aberrations and without them showing the retinal image obtained in each step of the refraction process. When the Jackson Cross-Cylinder technique is made with this software, it becomes clear the difficulty of chosen between two images when high order aberrations are present. Therefore, the variability of response during the refraction can be a problem when the examiner has to reach an adequate optical prescription.

  12. Longitud (número de preguntas y resultado de un examen Length (number of questions and exams results

    Directory of Open Access Journals (Sweden)

    R. Sarrias-Ramis

    2010-09-01

    Full Text Available Objetivo. Este artículo presenta dos estudios sobre la relación entre el número de preguntas de un examen y sus resultados. Estos dos estudios se realizaron en respuesta a dos problemas concretos presentados en dos facultades de ciencias de la salud de dos universidades catalanas. Sujetos y métodos. El primer estudio, realizado en la Facultad de Medicina de la Universitat Autònoma de Barcelona, compara los resultados reales obtenidos en pruebas de elección múltiple en tres asignaturas con los resultados que hubieran obtenido los estudiantes con la mitad de las preguntas. La dificultad del examen en ambas situaciones fue prácticamente la misma y los resultados académicos también fueron similares. El segundo estudio, llevado a cabo en la Facultad de Ciencias de la Salud y de la Vida de la Universitat Pompeu Fabra de Barcelona, compara los resultados reales obtenidos en pruebas de ensayo de dos asignaturas de los estudios de Biología con los hipotéticos que se hubieran obtenido con la mitad de las preguntas. Los resultados obtenidos globalmente fueron muy parecidos. Conclusión. La conclusión general del estudio es que la evaluación del rendimiento académico no dependería fundamentalmente del número de preguntas y que sería más importante buscar la representatividad y relevancia de éstas.Aim. This paper resents two studies about the relationship between the number of questions that appear in an exam and their results. These studies have been done in response to two concrete problems found in two Spanish universities. Subjects and methods. The first study, done at the Faculty of Medicine of the Autonomous University of Barcelona, compared the real results achieved in three subjects which use MCQ-tests with the theoretical results which the students would have achieved if half of the questions had been used. The difficulty of the exams in both situations was practically the same and the student's academic results were very similar

  13. Electrocardiographic exam in female spotted pacas (Cuniculus paca

    Directory of Open Access Journals (Sweden)

    Ricardo A.R. Uscategui

    2016-06-01

    Full Text Available Abstract: Considering the limited physiological information available on neotropical rodents and the importance of this information for pathophysiological and conservation studies of these species, the aim of this study was to evaluate the cardiac electric physiology of healthy captivity spotted pacas (Cuniculus paca under chemical restraint, due to wild nature of these animals. Eleven adult female pacas were evaluated by blood count and biochemical dosage to rule out any associate disease. Each animal was evaluated in three periods every 15 days. After chemical restraint with intramuscular midazolam 0.5mg/kg and ketamine 25mg/kg, animals were subjected to a computerized electrocardiogram, where bipolar (DI, DII and DIII and augmented unipolar leads (aVR, aVL, aVF were obtained. Descriptive statistics were calculated for each parameter and built the confidence interval (CI at significance level of 95%. The electrocardiographic examination was performed without difficult. ECG tracing in DII represents a QRS complex with positive polarity, preceded by a P wave of the same polarity and proceeded by T wave of variable polarity. Heart rate mean was 150±17 bpm, and cardiac electrical axis 33.4±21.9°. All animals showed sinusal rhythm. The ECG recording technique associated with chemical restraint was well tolerated, allowing quick acquisition of reliable ECG tracings with high repeatability, which produced sufficient results to determine the heart rhythm and suggest measures of ECG complexes duration and amplitude.

  14. A history and overview of the certification exam for medical dosimetrists

    International Nuclear Information System (INIS)

    Pusey, Damien; Smith, Lisette; Zeman, Elaine M.; Adams, Robert

    2005-01-01

    During the last century, the creation and implementation of board certification has had a powerful impact on the medical community. Board certification has helped to shape the scope and practice of medical professionals and the care they provide, as well as to influence the way the health insurance industry sets standards for reimbursement. One profession that offers board certification to its members is medical dosimetry. The Medical Dosimetrist Certification Board exam has been administered since 1988 and its content covers a broad spectrum of information from the radiation therapy sciences. The exam has strict application requirements and is rather difficult to pass. Those who pass the exam can then call themselves Certified Medical Dosimetrists. For data purposes of this study, several members of the dosimetry community were solicited to participate in a survey regarding the exam's content and history, and to provide relevant statistical data. Currently 2,177 medical dosimetrists are board certified, with an additional 1,500 estimated to be working without certification. Although board certification is not currently required to practice medical dosimetry, new legislation known as the CARE Bill could change this. The CARE Bill, if passed, would mandate nationwide compulsory licensure and/or certification for medical dosimetrists and other medical professionals who want to work in radiation-related health care. Health maintenance organizations and other insurance carriers may likewise require certification for reimbursement purposes

  15. Sleep Patterns and Academic Performance during Preparation for College Entrance Exam in Chinese Adolescents

    Science.gov (United States)

    Wang, Guanghai; Ren, Fen; Liu, Zhijun; Xu, Guangxing; Jiang, Fan; Skora, Elizabeth; Lewin, Daniel S.

    2016-01-01

    Background: Deficient sleep is linked to detrimental outcomes in health and school performance for adolescents. This study characterized sleep patterns in Chinese adolescents preparing for the College Entrance Exam (CEE) and evaluated the association between sleep patterns, self-rated academic performance, and the CEE scores. Methods: A sample of…

  16. Examination of the Classification Accuracy of Music Education Special Aptitude Exams

    Science.gov (United States)

    Atar, Hakan Yavuz; Sayin, Ayfer; Atar, Burcu

    2013-01-01

    It is critical both for candidates who apply for programs that require special aptitude and the professors who teach in these programs whether those students' scores on placement exams are correctly calculated. Because student's ability profile and the quality of education in these programs may be directly affected by how candidates placement…

  17. Learning from Exam Results: A Unique Classroom Experiment That Stimulates Critical Thinking

    Science.gov (United States)

    Barkacs, Craig B.; Barkacs, Linda L.

    2011-01-01

    Seldom are students in a more heightened level of anticipation than when they are awaiting their scores on an exam, and it is that very anticipation that creates an excellent opportunity for experiential learning. For example, what do libertarianism, distributive justice, standards of fairness, the tax code, the marketplace, and government…

  18. Therapy Dogs on Campus: A Counseling Outreach Activity for College Students Preparing for Final Exams

    Science.gov (United States)

    Barker, Sandra B.; Barker, Randolph T.; Schubert, Christine M.

    2017-01-01

    A university counseling center engaged a therapy dog program for an outreach activity to reduce stress as students prepare for final exams at a large culturally diverse university. This article describes the rationale, planning, and implementation of the activity; presents an evaluation summary; and provides recommendations and implications for…

  19. VA State Profile. Virginia: Standards of Learning (SOL) End-of-Course Exams

    Science.gov (United States)

    Center on Education Policy, 2010

    2010-01-01

    This paper provides information about Virginia's Standards of Learning (SOL) End-of-Course Exams. The purpose of the end-of-course assessments is to measure the achievement of students on the Standards of Learning adopted by the Virginia Board of Education for specific high school courses, and to ensure that students graduating from Virginia…

  20. Using Web-Based Quizzing to Improve Exam Performance: Lessons Learned

    Science.gov (United States)

    Daniel, David B.; Broida, John

    2004-01-01

    This study examined the utility of Web-based quizzing. We assigned 3 classes to a no-quiz, in-class quiz, or Web-based quiz condition. Midsemester results demonstrated a positive effect for in-class quizzing but not Web-based quizzing. After several adjustments in quiz presentation and duration, the Web-based group increased exam performance to a…

  1. Indiana Teachers' Perspectives on Testing Accommodations for Limited English Proficient Students Taking the Graduation Qualifying Exam

    Science.gov (United States)

    Hetler, Angela Dawn

    2010-01-01

    This qualitative case study examines teachers' perspectives on testing accommodations for Limited English Proficient (LEP) students taking Indiana's Graduation Qualifying Exam (GQE). The Indiana Department of Education (IDOE) states that the purpose of testing accommodations is to "level the playing field" between LEP students and their…

  2. Gender Gap Trends on Mathematics Exams Position Girls and Young Women for STEM Careers

    Science.gov (United States)

    Beekman, John A.; Ober, David

    2015-01-01

    Nine years of results on 4.2 million of Indiana's Indiana Statewide Testing for Educational Progress (ISTEP) mathematics (math) exams (grades 3-10) taken after the implementation of No Child Left Behind have been used to determine gender gaps and their associated trends. Sociocultural factors were investigated by comparing math gender gaps and gap…

  3. Proposals for Standardizing and Improving the Policy of Adding Points on the Entrance Exam

    Science.gov (United States)

    Yuhong, Deng

    2013-01-01

    This article reviews policies for adding points on the College Entrance Examination. It analyzes the rationales and specific implementation strategies of various policies for adding points on the entrance exam, as well as their advantages and pitfalls. Based on these observations and analysis, the author also offers policy recommendations on the…

  4. Students' Engagement with a Collaborative Wiki Tool Predicts Enhanced Written Exam Performance

    Science.gov (United States)

    Stafford, Tom; Elgueta, Herman; Cameron, Harriet

    2014-01-01

    We introduced voluntary wiki-based exercises to a long-running cognitive psychology course, part of the core curriculum for an undergraduate degree in psychology. Over 2 yearly cohorts, students who used the wiki more also scored higher on the final written exam. Using regression analysis, it is possible to account for students' tendency to score…

  5. Be a Professional - Be Licensed! - Take the agricultural engineering professional engineering exam

    Science.gov (United States)

    Between October 2005 and October 2007, only 78 Agricultural Engineers took the professional engineering (PE) exam in the field of Agricultural Engineering, while the other 406 registered Agricultural Engineering Examinees took tests offer by other engineering disciplines. With the decline in partic...

  6. Comparing Intentions to Use University-Provided vs Vendor-Provided Multibiometric Authentication in Online Exams

    Science.gov (United States)

    Levy, Yair; Ramim, Michelle M.; Furnell, Steven M.; Clarke, Nathan L.

    2011-01-01

    Purpose: Concerns for information security in e-learning systems have been raised previously. In the pursuit for better authentication approaches, few schools have implemented students' authentication during online exams beyond passwords. This paper aims to assess e-learners' intention to provide multibiometric data and use of multibiometrics…

  7. Designing Chemistry Practice Exams for Enhanced Benefits: An Instrument for Comparing Performance and Mental Effort Measures

    Science.gov (United States)

    Knaus, Karen J.; Murphy, Kristen L.; Holme, Thomas A.

    2009-01-01

    The design and use of a chemistry practice exam instrument that includes a measure for student mental effort is described in this paper. Use of such an instrument can beneficial to chemistry students and chemistry educators as well as chemical education researchers from both a content and cognitive science perspective. The method for calculating…

  8. Candidate Performance on the Business Environment and Concepts Section of the CPA Exam

    Science.gov (United States)

    Lindsay, D. H.; Tan, K. B.; Campbell, Annhenrie

    2009-01-01

    This paper examines how differences in curricular design of undergraduate accounting programs influence pass rates on the Business Environment and Concepts Section of the CPA Exam. The association of the pass rate of a school's accounting graduates to the design of the schools accounting program and to other school characteristics was examined…

  9. Correlation among High School Senior Students' Test Anxiety, Academic Performance and Points of University Entrance Exam

    Science.gov (United States)

    Karatas, Hakan; Alci, Bulent; Aydin, Hasan

    2013-01-01

    Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure. The aim of this study is to define the correlation among high school senior students' test anxiety, academic performance (GPA) and points of university entrance exam (UEE). The study group of…

  10. Metacognitive Skills, Academic Success and Exam Anxiety as the Predictors of Psychological Well-Being

    Science.gov (United States)

    Isgör, Isa Yücel

    2016-01-01

    The purpose of this research was to investigate the predicting effect of high school students' metacognitive skills, exam anxiety and academic success levels upon their psychological well-being in a provincial center with a medium-scale population in Eastern Anatolian Region. The research group included totally 251 high school students including…

  11. The Impact of High School Exit Exams on Graduation Rates and Achievement

    Science.gov (United States)

    Caves, Katherine; Balestra, Simone

    2018-01-01

    The authors examined the short- and long-term effects of high school exit exams (HSEEs) on graduation rates and achievement using an interrupted time series approach. There is a positive overall effect of HSEE introduction for graduation rate trends, which is heterogeneous over time. HSEEs have a negative impact on graduation rates in the year of…

  12. New Model of Mobile Learning for the High School Students Preparing for the Unified State Exam

    Science.gov (United States)

    Khasianov, Airat; Shakhova, Irina

    2017-01-01

    In this paper we study a new model of mobile learning for the Unified State Exam ("USE") preparation in Russian Federation. "USE"--is the test school graduates need to pass in order to obtain Russian matura. In recent years the efforts teachers put for preparation of their students to the "USE" diminish how well the…

  13. Development of a Biological Science Quantitative Reasoning Exam (BioSQuaRE)

    Science.gov (United States)

    Stanhope, Liz; Ziegler, Laura; Haque, Tabassum; Le, Laura; Vinces, Marcelo; Davis, Gregory K.; Zieffler, Andrew; Brodfuehrer, Peter; Preest, Marion; Belitsky, Jason M.; Umbanhowar, Charles, Jr.; Overvoorde, Paul J.

    2017-01-01

    Multiple reports highlight the increasingly quantitative nature of biological research and the need to innovate means to ensure that students acquire quantitative skills. We present a tool to support such innovation. The Biological Science Quantitative Reasoning Exam (BioSQuaRE) is an assessment instrument designed to measure the quantitative…

  14. Application of independent component analysis to H-1 MR spectroscopic imaging exams of brain tumours

    NARCIS (Netherlands)

    Szabo de Edelenyi, F.; Simonetti, A.W.; Postma, G.; Huo, R.; Buydens, L.M.C.

    2005-01-01

    The low spatial resolution of clinical H-1 MRSI leads to partial volume effects. To overcome this problem, we applied independent component analysis (ICA) on a set of H-1 MRSI exams of brain turnours. With this method, tissue types that yield statistically independent spectra can be separated. Up to

  15. A Naturalistic Investigation of Media Multitasking While Studying and the Effects on Exam Performance

    Science.gov (United States)

    Patterson, Michael C.

    2017-01-01

    The present study investigated the use of multiple digital media technologies, including social networking platforms, by students while preparing for an examination (media multitasking) and the subsequent effects on exam performance. The level of media multitasking (number of simultaneous media technologies) and duration of study were used as…

  16. Exame físico na criança: um guia para o enfermeiro

    Directory of Open Access Journals (Sweden)

    Josilene de Melo Buriti Vasconcelos

    1999-12-01

    Full Text Available O exame físico constitui-se numa importante etapa dentro do processo de avaliação à criança, através do qual o enfermeiro enriquece as informações obtidas durante a entrevista e fundamenta a assistência de enfermagem. Na atualidade, mediante o crescente interesse dos enfermeiros em aplicar o processo de enfermagem em todas as suas etapas, o exame físico tem ocupado lugar de destaque, por permitir que os enfermeiros conheçam as necessidades de seus clientes, no que diz respeito aos seus aspectos físicos e fisiológicos, permitindo a identificação dos diagnósticos de enfermagem, alem de servir como recurso para avaliação efetiva das intervenções de enfermagem. Este estudo, de caráter bibliográfico, objetivou elaborar um guia para realização do exame físico na criança, a ser utilizado por enfermeiros, durante o processo de avaliação à criança. Nele apresentamos o exame físico de forma sistemática, utilizando a seqüência céfalo-caudal, descrevendo os possíveis achados normais e anormais ao examinarmos a criança.

  17. Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance

    Science.gov (United States)

    Luckie, Douglas B.; Rivkin, Aaron M.; Aubry, Jacob R.; Marengo, Benjamin J.; Creech, Leah R.; Sweeder, Ryan D.

    2013-01-01

    We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning. PMID:24006399

  18. Students' attitude toward use of over the counter medicines during exams in Saudi Arabia.

    Science.gov (United States)

    Almalak, Haya; Albluwi, Ala'a Ibrahim; Alkhelb, Dalal Ahmed; Alsaleh, Hajar Mohmmed; Khan, Tahir Mehmood; Hassali, Mohamed Azmi Ahmad; Aljadhey, Hisham

    2014-04-01

    To explore the use of over the counter (OTC) medicines among students during exams in Riyadh City, Kingdom of Saudi Arabia. A cross-sectional study was designed; using a self-administered twenty-two item online questionnaire for the students' convenience and easy response disclosure. Data were analyzed using Statistical Package for Social Science (SPSS) version 13®. A total of N = 1596 students participated in this survey, of whom 829 (51.9%) were university students and 767 (48.1%) were high school students. Overall, 80.0% of the respondents disclosed the use of OTC non-steroidal anti-inflammatory drugs for headache and pain relief. In addition, other substances used during the exams were Energy Drinks (5.0%), Flu Medication (5.0%), Vitamins (5.0%) and Antibiotics (5.0%). Female students were found to be more knowledgeable about safety issues concerning the use of OTC medicines (5.11 ± 1.27, p = media were the main factors disclosed by the respondents that may result in an increase in the use of OTC products. The use of OTC medicines was generally higher among female students (p = 0.001). The use of OTC medication during exams was more among high school and university students. Gender, age and educational institution were found significantly affecting the use of OTC medicines during exams.

  19. What To Look for in ESL Admission Tests: Cambridge Certificate Exams, IELTS, and TOEFL.

    Science.gov (United States)

    Chalhoub-Deville, Micheline; Turner, Carolyn E.

    2000-01-01

    Familiarizes test users with issues to consider when employing assessments for screening and admission purposes. Examines the purpose, content, and scoring methods of three English-as-a-Second-Language admissions tests--the Cambridge certificate exams, International English Language Teaching System, and Test of English as a Foreign…

  20. Test anxiety levels and related factors: students preparing for university exams.

    Science.gov (United States)

    Kurt, Ayse Sonay; Balci, Serap; Kose, Dilek

    2014-11-01

    To assess test anxiety levels and related factors among students preparing for university exams. The descriptive, cross-sectional study was conducted at Istanbul University, Turkey, and comprised students preparing for exams in two private courses for the 2010-11 academic year. Data was collected via an original questionnaire and the Test Anxiety Inventory. SPSS 20 was used for statistical analyses. Of the 1250 students who qualified for the study, the final sample size was 376 (30%). Of them, 210 (55.9%) were females, and 154 (41%) were 18 years old. Students' mean Test Anxiety Inventory scores were 39.44±11.34. Female students' overall test anxiety scores and mean emotionality subscale score were significantly higher than those of their male counterparts. Students whose mothers had an educational attainment between primary school n=170 (45.2%) and a high school diploma n=184 (48.9%), as well as those with four or more siblings n=49 (15%), had significantly higher mean overall Test Anxiety Inventory scores. Among other things, test anxiety is influenced by maternal educational level, type of high school, number of exams, and number of siblings. Preparing a relaxed study environment for students, providing the family monetary or social support, and encouraging participation in social activities are recommendedto decreajb anxiety in students preparing for university exams.

  1. Predicting Patterns of Grammatical Complexity across Language Exam Task Types and Proficiency Levels

    Science.gov (United States)

    Biber, Douglas; Gray, Bethany; Staples, Shelley

    2016-01-01

    In the present article, we explore the extent to which previous research on register variation can be used to predict spoken/written task-type variation as well as differences across score levels in the context of a major standardized language exam (TOEFL iBT). Specifically, we carry out two sets of linguistic analyses based on a large corpus of…

  2. USER MANUAL FOR EXPRESS, THE EXAMS-PRZM EXPOSURE SIMULATION SHELL

    Science.gov (United States)

    The Environmental Fate and Effects Division (EFED) of EPA's Office of Pesticide Programs(OPP) uses a suite of ORD simulation models for the exposure analysis portion of regulatory risk assessments. These models (PRZM, EXAMS, AgDisp) are complex, process-based simulation codes tha...

  3. The Use of Recorded Lectures in Education and the Impact on Lecture Attendance and Exam Performance

    Science.gov (United States)

    Bos, Nynke; Groeneveld, Caspar; van Bruggen, Jan; Brand-Gruwel, Saskia

    2016-01-01

    Universities increasingly record lectures and make them available online for students. Though the technology to record these lectures is now solidly implemented and embedded in many institutions, the impact of the usage of recorded lectures on exam performance is not clear. The purpose of the current study is to address the use of recorded…

  4. The use of recorded lectures in education and the impact on lecture attendance and exam performance

    NARCIS (Netherlands)

    Bos, Nynke; Groeneveld, Caspar; Van Bruggen, Jan; Brand-Gruwel, Saskia

    2017-01-01

    Universities increasingly record lectures and make them available online for students. Though the technology to record these lectures is now solidly implemented and embed- ded in many institutions, the impact of the usage of recorded lectures on exam perfor- mance is not clear. The purpose of the

  5. Effect of Curriculum Change on Exam Performance in a 4-Week Psychiatry Clerkship

    Science.gov (United States)

    Niedermier, Julie; Way, David; Kasick, David; Kuperschmidt, Rada

    2010-01-01

    Objective: The authors investigated whether curriculum change could produce improved performance, despite a reduction in clerkship length from 8 to 4 weeks. Methods: The exam performance of medical students completing a 4-week clerkship in psychiatry was compared to national data from the National Board of Medical Examiners' Psychiatry Subject…

  6. Check your English vocabulary for IELTS all you need to pass your exams

    CERN Document Server

    Wyatt, Rawdon

    2009-01-01

    This workbook is an helpful self-study aid for anyone preparing for the IELTS (International English Language Testing System) exam. It includes a range of activities to help students build and improve their English vocabulary, and is suitable for both self-study and the classroom.

  7. The Management Challenge: Handling Exams Involving Large Quantities of Students, on and off Campus--A Design Concept

    Science.gov (United States)

    Larsson, Ken

    2014-01-01

    This paper looks at the process of managing large numbers of exams efficiently and secure with the use of a dedicated IT support. The system integrates regulations on different levels, from national to local, (even down to departments) and ensures that the rules are employed in all stages of handling the exams. The system has a proven record of…

  8. 46 CFR 71.50-3 - Drydock examination, internal structural examination, underwater survey, and alternate hull exam...

    Science.gov (United States)

    2010-10-01

    ..., underwater survey, and alternate hull exam intervals. 71.50-3 Section 71.50-3 Shipping COAST GUARD...-3 Drydock examination, internal structural examination, underwater survey, and alternate hull exam... wooden hulls must undergo two drydock and two internal structural examinations within any five year...

  9. 76 FR 17995 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam...

    Science.gov (United States)

    2011-03-31

    ... Small Business/Self Employed Correspondence Exam Practitioner Engagement Project Committee AGENCY... Taxpayer Advocacy Panel Small Business/ Self Employed Correspondence Exam Practitioner Engagement Project... Section 10(a)(2) of the Federal Advisory Committee Act, 5 U.S.C. App. (1988) that an open meeting of the...

  10. 76 FR 2193 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam...

    Science.gov (United States)

    2011-01-12

    ... Small Business/Self Employed Correspondence Exam Practitioner Engagement AGENCY: Internal Revenue... Small Business/ Self Employed Correspondence Exam Practitioner Engagement will be conducted. The...: Notice is hereby given pursuant to Section 10(a)(2) of the Federal Advisory Committee Act, 5 U.S.C. App...

  11. 76 FR 46897 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Science.gov (United States)

    2011-08-03

    ... Small Business/Self Employed Correspondence Exam Toll Free Project Committee AGENCY: Internal Revenue... Panel Small Business/ Self Employed Correspondence Exam Toll Free Project Committee will be conducted....C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Small Business/Self Employed...

  12. 76 FR 6190 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Science.gov (United States)

    2011-02-03

    ... Small Business/Self Employed Correspondence Exam Toll Free Project Committee AGENCY: Internal Revenue... Panel Small Business/ Self Employed Correspondence Exam Toll Free Project Committee will be conducted....C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Small Business/Self Employed...

  13. 76 FR 37893 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Science.gov (United States)

    2011-06-28

    ... Small Business/Self Employed Correspondence Exam Toll Free Project Committee AGENCY: Internal Revenue... Panel Small Business/ Self Employed Correspondence Exam Toll Free Project Committee will be conducted....C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Small Business/Self Employed...

  14. 76 FR 73021 - Agency Information Collection (Exam for Housebound Status or Permanent Need for Regular Aid and...

    Science.gov (United States)

    2011-11-28

    ... DEPARTMENT OF VETERANS AFFAIRS [OMB Control No. 2900-0721] Agency Information Collection (Exam for... with the Paperwork Reduction Act (PRA) of 1995 (44 U.S.C. 3501-3521), this notice announces that the... INFORMATION: Title: Exam for Housebound Status or Permanent Need for Regular Aid and Attendance, VA Form 21...

  15. 76 FR 56879 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam...

    Science.gov (United States)

    2011-09-14

    ... Small Business/Self Employed Correspondence Exam Practitioner Engagement Project Committee AGENCY... Taxpayer Advocacy Panel Small Business/ Self Employed Correspondence Exam Practitioner Engagement Project... Advisory Committee Act, 5 U.S.C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Small...

  16. 76 FR 37200 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam...

    Science.gov (United States)

    2011-06-24

    ... Small Business/Self Employed Correspondence Exam Practitioner Engagement Project Committee AGENCY... Taxpayer Advocacy Panel Small Business/ Self Employed Correspondence Exam Practitioner Engagement Project... Act, 5 U.S.C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Small Business/Self...

  17. 76 FR 22170 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam...

    Science.gov (United States)

    2011-04-20

    ... Small Business/Self Employed Correspondence Exam Practitioner Engagement Project Committee AGENCY... Taxpayer Advocacy Panel Small Business/ Self Employed Correspondence Exam Practitioner Engagement Project... Act, 5 U.S.C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Small Business/Self...

  18. Evaluating outcomes of computer-based classroom testing: Student acceptance and impact on learning and exam performance.

    Science.gov (United States)

    Zheng, Meixun; Bender, Daniel

    2018-03-13

    Computer-based testing (CBT) has made progress in health sciences education. In 2015, the authors led implementation of a CBT system (ExamSoft) at a dental school in the U.S. Guided by the Technology Acceptance Model (TAM), the purposes of this study were to (a) examine dental students' acceptance of ExamSoft; (b) understand factors impacting acceptance; and (c) evaluate the impact of ExamSoft on students' learning and exam performance. Survey and focus group data revealed that ExamSoft was well accepted by students as a testing tool and acknowledged by most for its potential to support learning. Regression analyses showed that perceived ease of use and perceived usefulness of ExamSoft significantly predicted student acceptance. Prior CBT experience and computer skills did not significantly predict acceptance of ExamSoft. Students reported that ExamSoft promoted learning in the first program year, primarily through timely and rich feedback on examination performance. t-Tests yielded mixed results on whether students performed better on computerized or paper examinations. The study contributes to the literature on CBT and the application of the TAM model in health sciences education. Findings also suggest ways in which health sciences institutions can implement CBT to maximize its potential as an assessment and learning tool.

  19. 76 FR 17996 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Science.gov (United States)

    2011-03-31

    ... Small Business/Self Employed Correspondence Exam Toll Free Project Committee AGENCY: Internal Revenue... Small Business/ Self Employed Correspondence Exam Toll Free Project Committee will be conducted. The... Act, 5 U.S.C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Small Business/Self...

  20. 76 FR 63715 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam...

    Science.gov (United States)

    2011-10-13

    ... Small Business/Self Employed Correspondence Exam Practitioner Engagement Project Committee AGENCY... Taxpayer Advocacy Panel Small Business/ Self Employed Correspondence Exam Practitioner Engagement Project... Advisory Committee Act, 5 U.S.C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Small...

  1. 76 FR 56880 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Science.gov (United States)

    2011-09-14

    ... Small Business/Self Employed Correspondence Exam Toll Free Project Committee AGENCY: Internal Revenue... Small Business/ Self Employed Correspondence Exam Toll Free Project Committee will be conducted. The...: Notice is hereby given pursuant to Section 10(a)(2) of the Federal Advisory Committee Act, 5 U.S.C. App...

  2. 76 FR 10942 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Science.gov (United States)

    2011-02-28

    ... Small Business/Self Employed Correspondence Exam Toll Free Project Committee AGENCY: Internal Revenue... Panel Small Business/ Self Employed Correspondence Exam Toll Free Project Committee will be conducted....C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Small Business/Self Employed...

  3. 76 FR 46897 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam...

    Science.gov (United States)

    2011-08-03

    ... Small Business/Self Employed Correspondence Exam Practitioner Engagement Project Committee AGENCY... Taxpayer Advocacy Panel Small Business/ Self Employed Correspondence Exam Practitioner Engagement Project... Advisory Committee Act, 5 U.S.C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Small...

  4. 76 FR 6189 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam...

    Science.gov (United States)

    2011-02-03

    ... Small Business/Self Employed Correspondence Exam Practitioner Engagement Project Committee AGENCY... Taxpayer Advocacy Panel Small Business/ Self Employed Correspondence Exam Practitioner Engagement Project... Act, 5 U.S.C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Small Business/Self...

  5. 76 FR 63716 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Science.gov (United States)

    2011-10-13

    ... Small Business/Self Employed Correspondence Exam Toll Free Project Committee AGENCY: Internal Revenue... Small Business/ Self Employed Correspondence Exam Toll Free Project Committee will be conducted. The...: Notice is hereby given pursuant to Section 10(a)(2) of the Federal Advisory Committee Act, 5 U.S.C. App...

  6. 76 FR 22170 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Science.gov (United States)

    2011-04-20

    ... Small Business/Self Employed Correspondence Exam Toll Free Project Committee AGENCY: Internal Revenue... Small Business/ Self Employed Correspondence Exam Toll Free Project Committee will be conducted. The... hereby given pursuant to Section 10(a)(2) of the Federal Advisory Committee Act, 5 U.S.C. App. (1988...

  7. 76 FR 2196 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Science.gov (United States)

    2011-01-12

    ... Small Business/Self Employed Correspondence Exam Toll Free AGENCY: Internal Revenue Service (IRS.../ Self Employed Correspondence Exam Toll Free will be conducted. The Taxpayer Advocacy Panel is... pursuant to Section 10(a)(2) of the Federal Advisory Committee Act, 5 U.S.C. App. (1988) that an open...

  8. 76 FR 10942 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam...

    Science.gov (United States)

    2011-02-28

    ... Small Business/Self Employed Correspondence Exam Practitioner Engagement Project Committee AGENCY... Taxpayer Advocacy Panel Small Business/ Self Employed Correspondence Exam Practitioner Engagement Project... Act, 5 U.S.C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Small Business/Self...

  9. A Qualitative Evaluation of Instructors' Exam Questions at a Primary Education Department in Terms of Certain Variables

    Science.gov (United States)

    Demir, Mehmet Kaan; Eryaman, Mustafa Yunus

    2012-01-01

    The purpose of this qualitative research study is to analyze instructors' exam questions at a Primary Education Department in terms of the exam's period, the comprehensibility of the instructions, cognitive level, and the appropriateness to the critical thinking. This qualitative study is based on document analysis method. 100 randomly selected…

  10. Who does not cut down? Comparing characteristics and drinking motives of drinkers and abstainers during the exam periods

    NARCIS (Netherlands)

    Damme, J. van; Hublet, A.; Clercq, B. de; Kuntsche, E.N.; Maes, L.; Clays, E.

    2017-01-01

    Objective: Drinking alcohol during the exams can affect academic performance and future career options, but is rarely investigated. Drinking motives, socio-demographics and personality characteristics are investigated in non-abstainers and weekly drinkers during the exams. Participants: 7,181

  11. Cheat Sheet or Open-Book? A Comparison of the Effects of Exam Types on Performance, Retention, and Anxiety

    Science.gov (United States)

    Gharib, Afshin; Phillips, William; Mathew, Noelle

    2012-01-01

    The differences between open-book, cheat sheet, and closed-book exams were examined in two different types of psychology courses. A total of 297 students enrolled in eight sections of Introductory Psychology and 99 students enrolled in four sections of Statistics participated in this study. Exam types were counterbalanced across sections of the…

  12. Using Self-Efficacy Beliefs to Understand How Students in a General Chemistry Course Approach the Exam Process

    Science.gov (United States)

    Willson-Conrad, Angela; Kowalske, Megan Grunert

    2018-01-01

    Retention of students who major in STEM continues to be a major concern for universities. Many students cite poor teaching and disappointing grades as reasons for dropping out of STEM courses. Current college chemistry courses often assess what a student has learned through summative exams. To understand students' experiences of the exam process,…

  13. Is Student Performance on the Information Systems Analyst Certification Exam Affected by Form of Delivery of Information Systems Coursework?

    Science.gov (United States)

    Haga, Wayne; Moreno, Abel; Segall, Mark

    2012-01-01

    In this paper, we compare the performance of Computer Information Systems (CIS) majors on the Information Systems Analyst (ISA) Certification Exam. The impact that the form of delivery of information systems coursework may have on the exam score is studied. Using a sample that spans three years, we test for significant differences between scores…

  14. Why do some women refuse to allow male residents to perform pelvic exams?

    Science.gov (United States)

    Rifkin, Julie I; Shapiro, Howard; Regensteiner, Judith G; Stotler, Jeanne K; Schmidt, Betty

    2002-10-01

    Many women who receive medical care in residency training clinics refuse to allow male residents to perform their pelvic exams. This study was conducted to identify which women were most likely to refuse and to learn their reasons for refusing. From January to March 1997, a questionnaire was given to all women entering a Tri-County Health office and a Planned Parenthood clinic, both in the Denver, Colorado, metropolitan area, who consented to participate in the study. Data from the questionnaire were analyzed using a statistical software package. A total of 1,437 women entered the clinics during the study period. Of these patients, 1,078 consented to complete the questionnaire. Seven of these 1,078 women did not complete the questionnaire. Women who did not know the training level of the resident performing the pelvic exam were more likely to refuse than were women who knew the training level of the resident (p =.001), but many women preferred a female physician regardless of the physician's training level. Fifty-eight percent said they would allow a male resident to observe a female attending physician perform the exam, compared with 36% who said they would allow a male resident to observe if the attending physician was a man. Common statements from those who would refuse were: "I am just more comfortable with a female," "Women do not want men to examine their private body parts," and "Women explain things better." A woman's knowledge of the resident's training level correlates with her willingness to have a pelvic exam performed by a male resident. Women who said they would refuse a pelvic exam performed by a male resident gave specific reasons for their decision.

  15. WE-D-213-04: Preparing for Parts 2 & 3 of the ABR Nuclear Medicine Physics Exam

    International Nuclear Information System (INIS)

    MacDougall, R.

    2015-01-01

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics

  16. WE-D-213-04: Preparing for Parts 2 & 3 of the ABR Nuclear Medicine Physics Exam

    Energy Technology Data Exchange (ETDEWEB)

    MacDougall, R. [Children’s Hospital (United States)

    2015-06-15

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics

  17. MO-F-204-04: Preparing for Parts 2 & 3 of the ABR Nuclear Medicine Physics Exam

    International Nuclear Information System (INIS)

    MacDougall, R.

    2016-01-01

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear

  18. MO-F-204-04: Preparing for Parts 2 & 3 of the ABR Nuclear Medicine Physics Exam

    Energy Technology Data Exchange (ETDEWEB)

    MacDougall, R. [Boston Children’s Hospital (United States)

    2016-06-15

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear

  19. Evaluation of a novel scoring and grading model for VP-based exams in postgraduate nurse education.

    Science.gov (United States)

    Forsberg, Elenita; Ziegert, Kristina; Hult, Håkan; Fors, Uno

    2015-12-01

    For Virtual Patient-based exams, several scoring and grading methods have been proposed, but none have yet been validated. The aim of this study was to evaluate a new scoring and grading model for VP-based exams in postgraduate paediatric nurse education. The same student group of 19 students performed a VP-based exam in three consecutive courses. When using the scoring and grading assessment model, which contains a deduction system for unnecessary or unwanted actions, a progression was found in the three courses: 53% of the students passed the first exam, 63% the second and 84% passed the final exam. The most common reason for deduction of points was due to students asking too many interview questions or ordering too many laboratory tests. The results showed that the new scoring model made it possible to judge the students' clinical reasoning process as well as their progress. Copyright © 2015 Elsevier Ltd. All rights reserved.

  20. OCA/OCP Oracle database 11g all-in-one exam guide exams 1Z0-051, 1Z0-052, 1Z0-053

    CERN Document Server

    Watson, John

    2010-01-01

    A Fully Integrated Study System for OCA Exams 1Z0-051 and 1Z0-052, and OCP Exam 1Z0-053 Prepare for the Oracle Certified Associate Administration I and SQL Fundamentals I exams and the Oracle Certified Professional Administration II exam with help from this exclusive Oracle Press guide. In each chapter, you'll find challenging exercises, practice questions, and a two-minute drill to highlight what you've learned. This authoritative guide will help you pass the test and serve as your essential on-the-job reference. Get complete coverage of all objectives for exams 1Z0-051, 1Z0-052, and 1Z0-053, including: Instance management Networking and storage Security SQL Oracle Recovery Manager and Oracle Flashback Oracle Automatic Storage Management Resource manager Oracle Scheduler Automatic workload repository Performance tuning And more On the CD-ROM: Three full practice exams Detailed answers and explanations Score report performance assessment tool Complete electronic book Three bonus exams available with free onli...

  1. TH-AB-207A-03: Skin Dose to Patients Receiving Multiple CTA and CT Exams of the Head

    International Nuclear Information System (INIS)

    Nawfel, RD; Young, G

    2016-01-01

    Purpose: To measure patient skin dose from CT angiography (CTA) and CT exams of the head, and determine if patients having multiple exams could receive cumulative doses that approach or exceed deterministic thresholds. Methods: This study was HIPAA compliant and conducted with IRB approval. Patient skin doses were measured over a 4 month period using nanoDot OSL dosimeters placed on the head of 52 patients for two CT scanners. On each scanner, 26 patients received CT exams (scanner 1: 10 females, 16 males, mean age 64.2 years; scanner 2: 18 females, 8 males, mean age 61.2 years). CT exam dose metrics, CTDIvol and dose-length product (DLP) were recorded for each exam. Additionally, skin dose was measured on an acrylic skull phantom in each scanner and on a neuro-interventional imaging system using clinical protocols. Measured dose data was used to estimate peak skin dose (PSD) for 4 patients receiving multiple exams including CTA, head CT, and cerebral angiography. Results: For scanner 1, the mean PSD for CTA exams (98.9 ± 5.3 mGy) and for routine head CT exams (39.2 ± 3.7 mGy) agreed reasonably well with the PSD measured on the phantom, 105.4 mGy and 40.0 mGy, respectively. Similarly for scanner 2, the mean PSD for CTA exams (98.8 ± 7.4 mGy) and for routine head CT exams (42.9 ± 9.4 mGy) compared well with phantom measurements, 95.2 mGy and 37.6 mGy, respectively. In addition, the mean PSD was comparable between scanners for corresponding patient exams, CTA and routine head CT respectively. PSD estimates ranged from 1.9 – 4.5 Gy among 4 patients receiving multiple exams. Conclusion: Patients having several exams including both CTA and routine head CT may receive cumulative doses approaching or exceeding the threshold for single dose deterministic effects.

  2. TH-AB-207A-03: Skin Dose to Patients Receiving Multiple CTA and CT Exams of the Head

    Energy Technology Data Exchange (ETDEWEB)

    Nawfel, RD; Young, G [Brigham & Women’s Hospital, Boston, MA (United States)

    2016-06-15

    Purpose: To measure patient skin dose from CT angiography (CTA) and CT exams of the head, and determine if patients having multiple exams could receive cumulative doses that approach or exceed deterministic thresholds. Methods: This study was HIPAA compliant and conducted with IRB approval. Patient skin doses were measured over a 4 month period using nanoDot OSL dosimeters placed on the head of 52 patients for two CT scanners. On each scanner, 26 patients received CT exams (scanner 1: 10 females, 16 males, mean age 64.2 years; scanner 2: 18 females, 8 males, mean age 61.2 years). CT exam dose metrics, CTDIvol and dose-length product (DLP) were recorded for each exam. Additionally, skin dose was measured on an acrylic skull phantom in each scanner and on a neuro-interventional imaging system using clinical protocols. Measured dose data was used to estimate peak skin dose (PSD) for 4 patients receiving multiple exams including CTA, head CT, and cerebral angiography. Results: For scanner 1, the mean PSD for CTA exams (98.9 ± 5.3 mGy) and for routine head CT exams (39.2 ± 3.7 mGy) agreed reasonably well with the PSD measured on the phantom, 105.4 mGy and 40.0 mGy, respectively. Similarly for scanner 2, the mean PSD for CTA exams (98.8 ± 7.4 mGy) and for routine head CT exams (42.9 ± 9.4 mGy) compared well with phantom measurements, 95.2 mGy and 37.6 mGy, respectively. In addition, the mean PSD was comparable between scanners for corresponding patient exams, CTA and routine head CT respectively. PSD estimates ranged from 1.9 – 4.5 Gy among 4 patients receiving multiple exams. Conclusion: Patients having several exams including both CTA and routine head CT may receive cumulative doses approaching or exceeding the threshold for single dose deterministic effects.

  3. Does undertaking an intercalated BSc influence first clinical year exam results at a London medical school?

    Directory of Open Access Journals (Sweden)

    Jones Melvyn

    2011-02-01

    Full Text Available Abstract Background Intercalated BScs (iBScs are an optional part of the medical school curriculum in many Universities. Does undertaking an iBSc influence subsequent student performance? Previous studies addressing this question have been flawed by iBSc students being highly selected. This study looks at data from medical students where there is a compulsory iBSc for non-graduates. Our aim was to see whether there was any difference in performance between students who took an iBSc before or after their third year (first clinical year exams. Methods A multivariable analysis was performed to compare the third year results of students at one London medical school who had or had not completed their iBSc by the start of this year (n = 276. A general linear model was applied to adjust for differences between the two groups in terms of potential confounders (age, sex, nationality and baseline performance. Results The results of third year summative exams for 276 students were analysed (184 students with an iBSc and 92 without. Unadjusted analysis showed students who took an iBSc before their third year achieved significantly higher end of year marks than those who did not with a mean score difference of 4.4 (0.9 to 7.9 95% CI, p = 0.01. (overall mean score 238.4 "completed iBSc" students versus 234.0 "not completed", range 145.2 - 272.3 out of 300. There was however a significant difference between the two groups in their prior second year exam marks with those choosing to intercalate before their third year having higher marks. Adjusting for this, the difference in overall exam scores was no longer significant with a mean score difference of 1.4 (-4.9 to +7.7 95% CI, p = 0.66. (overall mean score 238.0 " completed iBSc" students versus 236.5 "not completed". Conclusions Once possible confounders are controlled for (age, sex, previous academic performance undertaking an iBSc does not influence third year exam results. One explanation for this

  4. Hipnose para controle de claustrofobia em exames de ressonância magnética Hypnosis for management of claustrophobia in magnetic resonance imaging

    Directory of Open Access Journals (Sweden)

    Luiz Guilherme Carneiro Velloso

    2010-02-01

    Full Text Available OBJETIVO: Testar a eficácia da hipnose para o controle de claustrofobia em pacientes submetidos a exames de ressonância magnética. MATERIAIS E MÉTODOS: Vinte pacientes claustrofóbicos, com indicação de sedação para ressonância magnética, foram submetidos a hipnose pela técnica de Braid. Os pacientes suscetíveis à hipnose foram encaminhados para realização do exame em estado de transe hipnótico, sem uso de medicamentos para sedação. RESULTADOS: Da amostra estudada, 18 casos (90% foram suscetíveis à técnica. Dos 16 pacientes sensíveis à hipnose que compareceram para a ressonância magnética, 15 (93,8% realizaram o exame em transe hipnótico, sem ocorrência de crise de claustrofobia e sem necessitar de medicamentos para sedação. CONCLUSÃO: Hipnose é uma alternativa para a sedação medicamentosa em pacientes claustrofóbicos que necessitam realizar ressonância magnética.OBJECTIVE: To evaluate the efficacy of hypnosis for management of claustrophobia in patients submitted to magnetic resonance imaging. MATERIALS AND METHODS: Twenty claustrophobic patients referred for magnetic resonance imaging under sedation were submitted to hypnosis using the Braid technique. The patients susceptible to hypnosis were submitted to magnetic resonance imaging under hypnotic trance without using sedative drugs. RESULTS: Out of the sample, 18 (90% patients were susceptible to the technique. Of the 16 hypnotizable subjects who were submitted to magnetic resonance imaging, 15 (93.8% could complete the examination under hypnotic trance, with no sign of claustrophobia and without need of sedative drugs. CONCLUSION: Hypnosis is an alternative to anesthetic sedation for claustrophobic patients who must undergo magnetic resonance imaging.

  5. Estimation of dose in dental radiology exams in critical regions; Estimativa de dose em exames de radiologia odontologica em regioes criticas

    Energy Technology Data Exchange (ETDEWEB)

    Bonzoumet, S. P.J.; Braz, D. [Coordenacao dos Programas de Pos-Graduacao de Engenharia (LIN/COPPE/UFRJ), RJ (Brazil). Programa de Engenharia Nuclear. Lab. de Instrumentacao Nuclear; Barroso, R. C. [Universidade do Estado do Rio de Janeiro (UERJ), RJ (Brazil). Inst. de Fisica; Mauricio, Claudia; Domingues, Claudio [Instituto de Radioprotecao e Dosimetria (IRD/CNEN-RJ), Rio de Janeiro, RJ (Brazil); Padilha, Lucas [Universidade Federal do Rio de Janeiro (HUCFF/UFRJ), RJ (Brazil). Hospital Universitario Clementino Fraga Filho

    2005-07-01

    The objective of this paper is to estimate the values of doses, which are absorbed dose to the lens and thyroid in a dental X-ray. Thermoluminescence dosimeters were used, once they provide a reading of quality and effectiveness. This study was based on dental exams conducted in patients in order to estimate the dose that disperses to the lens of the eye and for the thyroid during an intraoral exam. Data collection took place in two institutions, one governmental, which had the device SELETRONIC 70X and other particular. This study showed that there is a considerable variation between the appliances. Using the appliance DABI 1070, there was a greater absorption of radiation in the right eye (values greater than 5 mGy) and a lower dose in the thyroid, and the Seletronic 70X presented an incidence of higher dose deposited in the skin and in other points there was a balance in the values. In the appliance SELETRONIC 70X, there was again a greater absorption of radiation in the right eye and a lower setting in the thyroid. The excessive dose, besides does not favor at all for the quality of radiograph, represents a risk for the patient who absorbs unnecessary and harmful radiation to the body.

  6. Privacy-Preserving Verifiability: A Case for an Electronic Exam Protocol

    DEFF Research Database (Denmark)

    Giustolisi, Rosario; Iovino, Vincenzo; Lenzini, Gabriele

    2017-01-01

    We introduce the notion of privacy-preserving verifiability for security protocols. It holds when a protocol admits a verifiability test that does not reveal, to the verifier that runs it, more pieces of information about the protocol’s execution than those required to run the test. Our definition...... of privacy-preserving verifiability is general and applies to cryptographic protocols as well as to human security protocols. In this paper we exemplify it in the domain of e-exams. We prove that the notion is meaningful by studying an existing exam protocol that is verifiable but whose verifiability tests...... are not privacy-preserving. We prove that the notion is applicable: we review the protocol using functional encryption so that it admits a verifiability test that preserves privacy according to our definition. We analyse, in ProVerif, that the verifiability holds despite malicious parties and that the new...

  7. Two layers LSTM with attention for multi-choice question answering in exams

    Science.gov (United States)

    Li, Yongbin

    2018-03-01

    Question Answering in Exams is typical question answering task that aims to test how accurately the model could answer the questions in exams. In this paper, we use general deep learning model to solve the multi-choice question answering task. Our approach is to build distributed word embedding of question and answers instead of manually extracting features or linguistic tools, meanwhile, for improving the accuracy, the external corpus is introduced. The framework uses a two layers LSTM with attention which get a significant result. By contrast, we introduce the simple long short-term memory (QA-LSTM) model and QA-LSTM-CNN model and QA-LSTM with attention model as the reference. Experiment demonstrate superior performance of two layers LSTM with attention compared to other models in question answering task.

  8. The association between school exam grades and subsequent development of bipolar disorder

    DEFF Research Database (Denmark)

    Pedersen, Steffie Damgaard; Østergaard, Søren Dinesen; Petersen, Liselotte

    2018-01-01

    and bipolar I disorder (BD-I) has not been studied. Therefore, we aimed to study the association between school exam grades and subsequent development of BD and BD-I while adjusting for parental history of mental disorder. METHODS: We conducted a register-based nationwide cohort study following 505 688......OBJECTIVE: Prior studies have indicated that both high and low school grades are associated with development of bipolar disorder (BD), but these studies have not adjusted for parental history of mental disorder, which is a likely confounder. Furthermore, the association between school grades...... individuals born in Denmark between 1987 and 1995. We investigated the association between school exam grades and development of BD or BD-I with a Cox model adjusting for family history of mental disorder and other potential confounders. RESULTS: During follow-up, 900 individuals were diagnosed with BD...

  9. [Corrective effect of aromatherapy on indices of heart rate variability in students under exam stress conditions].

    Science.gov (United States)

    Abrahamyan, H T; Minasyan, S M

    2016-01-01

    There were investigated changes in indices of the activity of regulatory mechanisms of heart rhythm in student under exam stress conditions and the possibility of their correction with aid of aromatherapy. The examination stress was established to be accompanied by pronounced shifts of integral and spectral indices of heart rhythm in students, indicating to the activation of the sympathetic circuit of Autonomic Nervous System in conditions of examination stress. A positive, relaxation impact of the essential oil of orange on the investigated indices was also recorded. The latter is expressed by weakly pronounced changes or lack of them in data of integral and spectral heart rate indices in students from the experimental group, that indicates to the stabilizing effect of used ethereal oil on the psycho-physiological state of students in conditions of exam stress

  10. Exame Nacional do Ensino Médio e acesso de estudantes surdos ao Ensino Superior Brasileiro

    Directory of Open Access Journals (Sweden)

    Diléia Ap. Martins

    2015-12-01

    Full Text Available Resumo Este trabalho apresenta as primeiras aproximações relativas à pesquisa "Acessibilidade e Exame Nacional do Ensino Médio: desafios para a escolarização de estudantes surdos", inserida no programa Observatório em Educação (Obeduc, Projeto Acessibilidade no Ensino Superior. Investiga dados oficiais publicados pelo Instituto Nacional de Estudos e Pesquisas (Inep, referentes ao aumento progressivo do número de matrículas de estudantes surdos em Instituições de Ensino Superior (IES. Analisa questões relativas à nota obtida por esses estudantes, ao se submeterem ao Exame Nacional do Ensino Médio (Enem, e o uso dessa nota para ingressarem em universidades brasileiras. Os dados analisados, no presente artigo, indicam discrepância de desempenho de estudantes sem deficiência, quando comparados aos estudantes surdos.

  11. Influence of Preparatory Workshops on Dental Students' Academic Performance and Stress on Their First Operative Dentistry Psychomotor Exam.

    Science.gov (United States)

    Dilbone, Deborah A; Feng, Xiaoying; Su, Yu; Xirau-Probert, Patricia; Behar-Horenstein, Linda S; Nascimento, Marcelle M

    2018-06-01

    Predoctoral dental psychomotor examinations are known to generate high levels of stress among dental students, which may compromise their academic performance. At one U.S. dental school, all 93 first-year dental students were invited to attend a series of three workshop sessions prior to enrollment in their initial operative dentistry course. The workshops were developed to facilitate academic transition from the dental anatomy course to the operative dentistry course; provide early exposure to materials, instruments, and laboratory techniques; support the early development of psychomotor and self-assessment skills; and lessen students' stress and anxiety levels regarding psychomotor examinations. The aim of this study was to assess the impact of the workshops on the students' academic performance and self-reported stress and preparedness. All students who attended the workshop sessions and all who did not were asked to complete a pre-exam survey (immediately preceding the exam) and a post-exam survey (immediately after the exam) on the day of their first operative dentistry psychomotor exam. Of the 93 students, 21 attended one, 34 attended two, and 25 attended three workshop sessions, while 13 students did not attend any. Response rates for the pre- and post-exam surveys were 100% and 98.9%, respectively. Students who attended all three workshop sessions reported being significantly less stressed about taking the exam than the other groups. The mean exam grade of students who attended the workshop sessions was significantly higher than that of students who did not attend the sessions. These findings support the development and implementation of preparatory workshops to improve academic performance and decrease the stress levels of dental students prior to the first operative dentistry psychomotor exam.

  12. STRUCTURAL ANALYSIS OF COPING WITH PRE-EXAMS ANXIETY AND UNCERTAINTY (COPEAU) IN PERUVIAN COLLEGE STUDENTS

    OpenAIRE

    Dominguez-Lara, Sergio Alexis; Merino Soto, César A.

    2016-01-01

    The objective of this research was analyze the internal structure of Coping with Pre-Exam Anxiety and Uncertainty (COPEAU) in Peruvian college students from a private institution. Participated 312 psychology students (227 women) from from the first to sixth term, with age between 16 and 49 (M = 20.54; SD = 4.29). Using the structural equation modeling, five models were assessed, among which the four oblique factor model shows greater theoretical and empirical coherence.. Also, the reliability...

  13. The relationship of high school graduation exams to graduation rates and SAT scores.

    OpenAIRE

    Gregory J. Marchant; Sharon E. Paulson

    2005-01-01

    The current study examined the effect of high school graduation exams on states' graduation rates, states' aggregated SAT scores, and individual students' SAT scores. Three data sources were used: One source identified states requiring a standardized test for graduation; the NCES provided state aggregated data on graduation rates for the class of 2002; and the College Board provided its 2001 SAT database for all test-takers. After controlling for students' demographic characteristics (e.g., r...

  14. Usage of mobile devices as collaborative tools for education and preparation of official exams

    OpenAIRE

    López Velasco, Juan Pedro; Cerezo Beltrán, Ana; Menendez Garcia, Jose Manuel; Ballesteros Fernández, J. P.

    2015-01-01

    Preparation of official examinations and oppositions is a difficult task in which new technologies related to mobile Web 2.0 play an important role, because they can improve the learning methodology. A collaborative platform based on a smartphone application was developed for helping students to prepare an official examination which, in this concrete case, is the preparation of the exam for obtaining the accreditation for touristic guides of the Agència Valenciana del Turisme. The app enable...

  15. Low Levels of Evidence on the Plastic Surgery In-Service Training Exam.

    Science.gov (United States)

    Silvestre, Jason; Bilici, Nadir; Serletti, Joseph M; Chang, Benjamin

    2016-06-01

    The Plastic Surgery In-Service Training Exam is written by the American Society of Plastic Surgeons. Examinees reasonably infer that tested material reflects the Society's vision for the core curriculum in plastic surgery. The purpose of this study was to determine the levels of evidence on which credited answers to the examination questions are based. Two recent Plastic Surgery In-Service Training Exams (2014 and 2015) were analyzed. Questions were categorized using a taxonomy model. Recommended journal article references for Level III (decision-making) questions were assigned a level of evidence. Exam sections were analyzed for differences in question taxonomy distribution and level of evidence. To look for studies with higher levels of evidence, a PubMed search was conducted for a random sample of 10 questions from each section. One hundred three Level I (25.8 percent), 138 Level II (34.5 percent), and 159 Level III (39.8 percent) questions were analyzed (p < 0.001). The hand and lower extremity section had the highest percentage of Level III questions (50.0 percent; p = 0.005). Journal articles had a mean level of evidence of 3.9 ± 0.7. The number of articles with a low level of evidence (IV and V) (p = 0.624) and the percentage of questions supported by articles with a high level of evidence (I and II) (p = 0.406) did not vary by section. The PubMed search revealed no instances of a higher level of evidence than the recommended reading list. A significant percentage of Plastic Surgery In-Service Training Exam questions test clinical management, but most are supported with a low level of evidence. Although that is consistent with low level of evidence of plastic surgery literature, educators should recognize the potential for biases of question writers.

  16. Designing a Secure Exam Management System (SEMS) for M-Learning Environments

    Science.gov (United States)

    Kaiiali, Mustafa; Ozkaya, Armagan; Altun, Halis; Haddad, Hatem; Alier, Marc

    2016-01-01

    M-learning has enhanced the e-learning by making the learning process learner-centered. However, enforcing exam security in open environments where each student has his/her own mobile/tablet device connected to a Wi-Fi network through which it is further connected to the Internet can be one of the most challenging tasks. In such environments,…

  17. SU-E-E-02: An Excel-Based Study Tool for ABR-Style Exams

    International Nuclear Information System (INIS)

    Cline, K; Stanley, D; Defoor, D; Stathakis, S; Gutierrez, A; Papanikolaou, N; Kirby, N

    2015-01-01

    Purpose: As the landscape of learning and testing shifts toward a computer-based environment, a replacement for paper-based methods of studying is desirable. Using Microsoft Excel, a study tool was developed that allows the user to populate multiple-choice questions and then generate an interactive quiz session to answer them. Methods: The code for the tool was written using Microsoft Excel Visual Basic for Applications with the intent that this tool could be implemented by any institution with Excel. The base tool is a template with a setup macro, which builds out the structure based on user’s input. Once the framework is built, the user can input sets of multiple-choice questions, answer choices, and even add figures. The tool can be run in random-question or sequential-question mode for single or multiple courses of study. The interactive session allows the user to select answer choices and immediate feedback is provided. Once the user is finished studying, the tool records the day’s progress by reporting progress statistics useful for trending. Results: Six doctoral students at UTHSCSA have used this tool for the past two months to study for their qualifying exam, which is similar in format and content to the American Board of Radiology (ABR) Therapeutic Part II exam. The students collaborated to create a repository of questions, met weekly to go over these questions, and then used the tool to prepare for their exam. Conclusion: The study tool has provided an effective and efficient way for students to collaborate and be held accountable for exam preparation. The ease of use and familiarity of Excel are important factors for the tool’s use. There are software packages to create similar question banks, but this study tool has no additional cost for those that already have Excel. The study tool will be made openly available

  18. SU-E-E-02: An Excel-Based Study Tool for ABR-Style Exams

    Energy Technology Data Exchange (ETDEWEB)

    Cline, K; Stanley, D; Defoor, D; Stathakis, S; Gutierrez, A; Papanikolaou, N; Kirby, N [University of Texas Health Science Center at San Antonio, Cancer Therapy and Research Center, San Antonio, TX (United States)

    2015-06-15

    Purpose: As the landscape of learning and testing shifts toward a computer-based environment, a replacement for paper-based methods of studying is desirable. Using Microsoft Excel, a study tool was developed that allows the user to populate multiple-choice questions and then generate an interactive quiz session to answer them. Methods: The code for the tool was written using Microsoft Excel Visual Basic for Applications with the intent that this tool could be implemented by any institution with Excel. The base tool is a template with a setup macro, which builds out the structure based on user’s input. Once the framework is built, the user can input sets of multiple-choice questions, answer choices, and even add figures. The tool can be run in random-question or sequential-question mode for single or multiple courses of study. The interactive session allows the user to select answer choices and immediate feedback is provided. Once the user is finished studying, the tool records the day’s progress by reporting progress statistics useful for trending. Results: Six doctoral students at UTHSCSA have used this tool for the past two months to study for their qualifying exam, which is similar in format and content to the American Board of Radiology (ABR) Therapeutic Part II exam. The students collaborated to create a repository of questions, met weekly to go over these questions, and then used the tool to prepare for their exam. Conclusion: The study tool has provided an effective and efficient way for students to collaborate and be held accountable for exam preparation. The ease of use and familiarity of Excel are important factors for the tool’s use. There are software packages to create similar question banks, but this study tool has no additional cost for those that already have Excel. The study tool will be made openly available.

  19. ITIL lifecycle essentials your essential guide for the ITIL foundation exam and beyond

    CERN Document Server

    Agutter, Claire

    2013-01-01

    This book doesn't just cover the information required to pass the foundation exam, but goes beyond this in providing practical guidance for when newly qualified practitioners enter the real-world. By addressing processes and concepts not covered in the syllabus, this book guides practitioners as they go beyond Foundation level. It features practical tips on using service management and, for each process, the author adds to the theory with lessons from her own real-world experience.

  20. How Much Is that Exam Grade Really Worth? An Estimation of Student Risk Aversion to Their Unknown Final College Course Grades

    Science.gov (United States)

    Nalley, Lanier; McKenzie, Andrew

    2011-01-01

    This study created an experimental design with which students can empirically assess their risk behavior with respect to exam grades within an expected utility framework. Specifically, the authors analyzed students' risk preferences associated with taking exams and earning a "risky" unknown grade versus not taking exams and instead…

  1. CompTIA Linux+ Complete Study Guide (Exams LX0-101 and LX0-102)

    CERN Document Server

    Smith, Roderick W

    2010-01-01

    Prepare for CompTIA's Linux+ Exams. As the Linux server and desktop markets continue to grow, so does the need for qualified Linux administrators. CompTIA's Linux+ certification (Exams LX0-101 and LX0-102) includes the very latest enhancements to the popular open source operating system. This detailed guide not only covers all key exam topics—such as using Linux command-line tools, understanding the boot process and scripts, managing files and file systems, managing system security, and much more—it also builds your practical Linux skills with real-world examples. Inside, you'll find:. Full co

  2. CCNA routing and switching study guide exams 100-101, 200-101, and 200-120

    CERN Document Server

    Lammle, Todd

    2013-01-01

    Prepare for the new CCNA exams with this Todd Lammle study guide Cisco author, speaker, and trainer Todd Lammle is considered the authority on all things networking, and his books have sold almost a million copies worldwide. This all-purpose CCNA study guide methodically covers all the objectives of the ICND1 (100-101) and ICND2 (200-101) exams as well as providing additional insight for those taking CCNA Composite (200-120) exam. It thoroughly examines operation of IP data networks, LAN switching technologies, IP addressing (IPv4/IPv6), IP routing technologies, IP services, network device s

  3. Voluntary peer-led exam preparation course for international first year students: Tutees' perceptions.

    Science.gov (United States)

    Huhn, Daniel; Eckart, Wolfgang; Karimian-Jazi, Kianush; Amr, Ali; Herzog, Wolfgang; Nikendei, Christoph

    2015-06-18

    While the number of international students has increased over the last decade, such students face diverse challenges due to language and cultural barriers. International medical students suffer from personal distress and a lack of support. Their performance is significantly lower than non-international peers in clinical examinations. We investigated whether international students benefit from a peer-led exam preparation course. An exam preparation course was designed, and relevant learning objectives were defined. Two evaluations were undertaken: Using a qualitative approach, tutees (N = 10) were asked for their thoughts and comments in a semi-structured interview at the end of the semester. From a quantitative perspective, all participants (N = 22) were asked to complete questionnaires at the end of each course session. International students reported a range of significant benefits from the course as they prepared for upcoming exams. They benefited from technical and didactic, as well as social learning experiences. They also considered aspects of the tutorial's framework helpful. Social and cognitive congruence seem to be the key factors to success within international medical students' education. If tutors have a migration background, they can operate as authentic role models. Furthermore, because they are still students themselves, they can offer support using relevant and understandable language.

  4. Dose estimation in CT exams of the abdomen based on values of DLP

    International Nuclear Information System (INIS)

    Kikuti, C.F.; Medeiros, R.B.; Salvadori, P.S.; Costa, D.M.C; D'lppolito, G.

    2013-01-01

    One of the challenges of multidetector computerized tomography is to minimize the risk of ionizing radiation using optimized protocols since higher doses are necessary to obtain high image quality. It was also noted that, due to the geometry in image acquisition using MDCT becomes necessary to estimate dose values consistent with the hypothesis clinically and with the specificities of the tomographic equipment. The aim of this study was to estimate the doses in abdomen exams from the data recorded on the MDCT console and dimensions obtained from DICOM images of patients undergoing different clinical protocols. Were collected, from the image DICOM of 101 exams, values of the dose length product (DLP) provided by Philips Health Care - Brilliance 64 equipment console, in order to relate them with the dose values obtained by means of thermoluminescent dosimeters ( TLD ) of CasSo 4 :Mn placed on the surface of a cylindrical simulator abdomen acrylic manufactured under the technical - operational conditions for a typical abdomen exam. From the data obtained, it was possible to find a factor of 1.16 ( 5 % ) indicating that the DLP values Brilliance 64 console underestimate the doses and this should be used with correction factor to estimate the total dose of the patient. (author)

  5. Evaluation of skin entrance radiation dose in pediatric patients undergoing chest X-rays exams

    International Nuclear Information System (INIS)

    Gabardo, Farly Piantini

    2016-01-01

    The aim of this work was to estimate the incident air kerma of lateral (LAT) and anterior-posterior (AP) together with posterior-anterior (PA) projection chest X-ray exams in one of the largest pediatric hospitals in Brazil. Dosimetric results are accompanied with the detailed analysis of patient characteristics and radiographer strategy. The exams of 225 (119 male and 106 female) patients were studied and 389 X-ray exams (200 AP/PA projections and 189 LAT projections) of pediatric patients were acquired. Patient thickness can be restored from age, height or weight with the uncertainty of ∼20-30%. Very slight correlation between the patient dose and thickness was observed with the difference in dose for patients of the same thickness reaching 4 times. By standardization of radiological protocols, it should be possible to keep dose within the intervals 50-100 μGy for LAT projection and 40-80 μGy for AP/PA projection. The dose values are lower than those recommended by major European guidelines to good practice. (author)

  6. Os conteúdos de biologia celular no Exame Nacional do Ensino Médio - ENEM

    Directory of Open Access Journals (Sweden)

    Julio Sergio dos Santos

    2013-11-01

    Full Text Available O Exame Nacional do Ensino Médio vem se tornando um exame de extrema importância para avaliar os egressos do ensino médio. Isso porque ele seleciona estudantes para o ensino superior e contempla, em sua fundamentação a elaboração de competências e habilidades relacionadas a esse nível de ensino. O nosso estudo analisou a forma das questões exigidas pelo ENEM, bem como as habilidades avaliadas neste exame. De um total de 900 questões de diversas disciplinas, observamos 35 que continham algum conteúdo de biologia celular. Algumas dessas perguntas estavam associadas a diferentes disciplinas do ensino médio ou podiam exigir uma forte memorização de conteúdos específicos. Também foram encontradas questões que enfatizavam a resolução de problemas contextualizados, relacionados a fenômenos biológicos, mitigando, desse modo, o enfoque conteudista ou de conteúdo primado na aprendizagem no ensino médio.

  7. The Zend PHP certification practice test book practice questions for the Zend certified engineer exam

    CERN Document Server

    Coggeshall, John

    2005-01-01

    As the usage of PHP grows, the need for a globally-recognized credentials program for professional developers is becoming more and more important. The Zend Engineer Certification Program, launched by worldwide PHP leader Zend Technologies, finally creates a professional designation that represents consistently high-quality skills and knowledge in the PHP world. Written and edited by four members of the Zend Education Board who also helped create the actual Zend Certification Exam, this book contains 200 questions on every topic that is part of the exam. The Zend Certification Practice Test Book is an invaluable resource in testing your preparedness in every area of the exam, from the basics to the most advanced topics. Each question comes with a clear answer that provides an explanation of the question's topic, its goals and end result. Answering the questions in this book will allow you to clearly and quickly identify the areas of PHP in which you are strong and those in which you need further study before b...

  8. ITEM ANALYSIS FOR FINAL EXAM QUESTIONS OF ENGINEERING MATHEMATICS COURSE (VECTOR CALCULUS IN UKM

    Directory of Open Access Journals (Sweden)

    NURYAZMIN AHMAT ZAINUR

    2016-11-01

    Full Text Available Evaluation of course outcome is one of the important elements in assessing students’ performance in higher institutions. Most of the courses depend on examination result as a medium to evaluate the level of students’ performances. In this study, the final exam questions of Vector Calculus course KKKQ1123 is being used to assess the difficulty index and discrimination index. 80 students from Department of Mechanical and Materials (JKMB were involved in this study. This study found that the range of difficulty index is between 0.2 and 0.8, where the question that was categorized as difficult is question number 6 whereas for easy questions is question number 3. Meanwhile the range obtained for discrimination index was in the acceptable range, that is, between 0.2 and 0.6 which indicates that the exam questions are good. With this study, it is hope that it will guide the lecturers in constructing and crafting a good and reliable exam questions consistent with the level of student's ability.

  9. Results of the 2002–2010 lower secondary school leaving exams on a common scale

    Directory of Open Access Journals (Sweden)

    Henryk Szaleniec

    2013-09-01

    Full Text Available The article presents the methodology and results of a survey on equating the lower secondary school examinations from 2002–2010. The survey was carried out by the Student Performance Analysis Unit at the Educational Research Institute. More than 10 000 students were selected for the equating study and information about more than 500 items was used. IRT models were used for equating exams, the results were presented on a latent variable scale and the observed score scale. Using this procedure, it was possible to isolate random difficulty variation between exam papers from specific years and present changes in ability level of students taking the exam. Based on the results, the level of humanities abilities of lower secondary school leavers was stable, whilst maths and science demonstrated a downward trend. Equating was validated by comparison with the results of the international PISA survey. Results for the arts and humanities were consistent with the PISA results for reading literacy. Maths and science, as compared with the PISA survey maths section demonstrated greater divergence.

  10. Breast Exam

    Science.gov (United States)

    ... ends. What you can expect Begin with a visual examination of your breasts Sit or stand shirtless ... to the next section. If you have a disability that makes it difficult to examine your breasts ...

  11. Classification of breast tissue for protocols development in mammography exam;Classificacao dos tecidos mamarios para elaboracao de protocolos em exames de mamografia

    Energy Technology Data Exchange (ETDEWEB)

    Teixeira, M. Ines; Caldas, Linda V.E. [Instituto de Pesquisas Energeticas e Nucleares (IPEN/CNEN-SP), Sao Paulo, SP (Brazil); Chohfi, Adriana C.S.; Figueiredo, Zenaide A. [Universidade Nove de Julho (UNINOVE), Sao Paulo, SP (Brazil). Dept. da Saude. Radiologia Medica

    2009-07-01

    For accomplishment of a mammogram should be considered several factors such as equipment used and the classification of breast cancer patients. The density of the breast is different of patient to patient, thus making it difficult many precocious diagnostic of breast cancer. There is a significant variation in the breast to be radiographed, depending on several factors presented in the breast tissue of breast prosthesis with or without breasts or with implants. This work had as objective main to make a survey of the factors that influence in the classification of mammary fabrics. With this survey and classification it can be better adjusted the protocols which will be more efficient in the mammography exam, preventing excess of radiation dose, stress for the patient, economy of raw material, control of the quality and rapidity in the process of image attainment. (author)

  12. Pediatric computed tomography dose of head and chest exams: a bibliography revision; Dose em exames de cranio e torax de tomografia computadorizada pediatrica: uma revisao bibliografica

    Energy Technology Data Exchange (ETDEWEB)

    Friedrich, Barbara Q.; Capaverde, Alexandre S.; Vanni, Stefania; Mazzola, Carolina F.S.; Silva, Ana M. Marques da, E-mail: barbara.friedrich@acad.pucrs.br [Pontificia Universidade Catolica do Rio Grande do Sul (PUC-RS), Porto Alegre, RS (Brazil)

    2015-08-15

    The Computed Tomography (CT) imaging diagnosis it is responsible for over 34% of the radiation dose given to society, only in Brazil there is around 3833 CT equipment. There are two dose index in CT, the CTDI{sub vol} and DLP that represents the Computed Tomography dose index and the product of the CTDI{sub vol} by the length of irradiation. This paper has as objective describe the values of CTDI{sub vol} e DLP for pediatric exams of chest and head. This is an exploratory study of bibliography revision on the PubMed data base using the index terms with the following crossing: Computed Tomography AND Reference Levels AND Dose. The search was limited by published studies on the last 5 years with patients among 0 and 15 years, in English or Portuguese. Besides that, were included references guides suggest by scientific and governmental organizations on the last 5 years. The data analysis was made using the four readings of Gil: exploratory, selective, analytic and interpretative. By the Exploratory Reading were located 23 articles. On the Selective Reading were excluded 4 articles and on the Analytic Reading 9 articles. The Interpretative Reading was made using 7 publications. Regarding the references guides were includes 3 guides. The Portaria MS453/98 was included for being the only national publication. All data were characterized between practical levels and reference levels. The conclusion is that there is no consensus between the reference levels for the selected articles, for pediatric exams. Besides that, the national legislation do not have reference levels for pediatric CT. (author)

  13. Sensibility and Subjectivity: Levinas’ Traumatic Subject

    Directory of Open Access Journals (Sweden)

    Rashmika Pandya

    2011-02-01

    Full Text Available The importance of Levinas’ notions of sensibility and subjectivity are evident in the revision of phenomenological method by current phenomenologists such as Jean-Luc Marion and Michel Henry. The criticisms of key tenants of classical phenomenology, intentionality and reduction, are of a particular note. However, there are problems with Levinas’ characterization of subjectivity as essentially sensible. In “Totality and Infinity” and “Otherwise than Being”, Levinas criticizes and recasts a traditional notion of subjectivity, particularly the notion of the subject as the first and foremost rational subject. The subject in Levinas’ works is characterized more by its sensibility and affectedness than by its capacity to reason or affect its world. Levinas ties rationality to economy and suggests an alternative notion of reason that leads to his analysis of the ethical relation as the face-to-face encounter. The ‘origin’ of the social relation is located not in our capacity to know but rather in a sensibility that is diametrically opposed to the reason understood as economy. I argue that the opposition in Levinas’ thought between reason and sensibility is problematic and essentially leads to a self-conflicted subject. In fact, it would seem that violence characterizes the subject’s self-relation and, thus, is also inscribed at the base of the social relation. Rather than overcoming a problematic tendency to dualistic thought in philosophy Levinas merely reverses traditional hierarchies of reason/emotion, subject/object and self/other. 

  14. MCSA Windows Server 2012 R2 complete study guide exams 70-410, 70-411, 70-412, and 70-417

    CERN Document Server

    Panek, William

    2014-01-01

    Prepare for the MCSA Windows Server 2012 R2 Exams Microsoft's new version of the MCSA certification for WindowsServer 2012 R2 requires passing three exams (or one Upgrade exam ifyou have your MCSA or MCITP in Windows Server 2008). Thisvalue-priced study guide includes more than 1,000 pages of qualityexam-prep content, covering 100% of the objective domains of allthree exams (as well as the Upgrade exam, 70-417). In addition, you get access to an interactive practice testenvironment with more than 500 questions, electronic flashcards,and videos showing how to perform the more difficult tasks.

  15. Evaluation of Exam Anxiety Level among Kermanshah University of Medical Sciences Students and its Association with Demographic Characteristics in 2014

    Directory of Open Access Journals (Sweden)

    MM Mohammadi

    2015-12-01

    Full Text Available Introduction: Test -anxiety is one of the most common mental health problems among the students that can impair performance and leads to failure of the exam. So, this study aimed to determine the rate of exam-anxiety among Kermanshah University of Medical Sciences' students. Methods: This cross sectional-analytic study was conducted on 510 students of Kermanshah University of Medical Sciences by convenience sampling method in 2014. In this study, data collection tool was Test-Anxiety questionnaire includes 25 questions. Data were analyzed with the Pearson correlation and t-test using SPSS 16 software. Results: 198 students (38. 8% had mild exam-anxiety, 140 students (27. 5% moderate exam-anxiety and 172 students (33. 7% had severe exam-anxiety. The difference between the mean of anxiety scores was significant at various fields of study (P <0. 05.  Midwifery students experienced more stress in comparison with the students of other fields. There was a significant relationship between exam anxiety level, and the variables of gender, location, age and total grades average of students (P<0/05. There was not a significant relationship between exam anxiety level and marital status, parental occupation, semester entrance and employment of students. Conclusion: Due to the high level of exam anxiety among the different fields of medicine as well as the negative effect of this type of anxiety on academic performance of students, the necessity of the use of psychological services, counseling, identification of causes of anxiety, and planning for decreasing this problem was recommended. Obviously, in this regard, more attention should be paid to the highest-risk groups such as female midwifery students.

  16. INVESTIGATING DEPRESSION SITUTATION OF THE STUDENTS WHO HAVE SETTLED WITH CENTRAL EXAMINATION SYSTEM AND PRIVATE ABILITY EXAM TO UNIVERSITY

    OpenAIRE

    Ercüment ERDOĞAN, Levent ÖZDEMİR

    2018-01-01

    The most often seen psychological problem is found as a depression in universty students. It causes to lose his fertility, to lose quality of his life. In addition this must be under debate as a public health problem. We aimed in our works to compare depression level of students who are settled in Cumhuriyet University with Central Exam System with students who are settled in Cumhuriyet University with Private Ability Exam. Also we aimed to explain the relation with socio demography depressio...

  17. O exame de suplência para qualificação profissional de auxiliares de enfermagem em Minas Gerais

    Directory of Open Access Journals (Sweden)

    Mara José Moraes Antunes

    1995-09-01

    Full Text Available Estudo analítico-descritivo da demanda e dos índices de aprovação do exame de suplência da Secretaria de Estado de Educação de Minas Gerais para qualificação profissional de auxiliar de enfermagem e das características da clientela que se submete ao exame.

  18. Geographic information systems for mapping the National Exam Result of Junior High School in 2014 at West Java Province

    Science.gov (United States)

    Setiawan Abdullah, Atje; Nurani Ruchjana, Budi; Rejito, Juli; Rosadi, Rudi; Candra Permana, Fahmi

    2017-10-01

    National Exam level of schooling is implemented by the Ministry of Education and Culture for the development of education in Indonesia. The national examinations are centrally evaluated by the National Education Standards Agency, and the expected implementation of the national exams can describe the successful implementation of education at the district, municipal, provincial, or national level. In this study, we evaluate, analyze, and explore the implementation of the national exam database of the results of the Junior High School in 2014, with the Junior High School (SMP/MTs) as the smallest unit of analysis at the district level. The method used in this study is a data mining approach using the methodology of Knowledge Discovery in Databases (KDD) using descriptive analysis and spatial mapping of national examinations. The results of the classification of the data mining process to national exams of Junior High School in 2014 using data 6,878 SMP/MTs in West Java showed that 81.01 % were at moderate levels. While the results of the spatial mapping for SMP/MTs in West Java can be explained 36,99 % at the unfavorable level. The evaluation results visualization in graphic is done using ArcGIS to provide position information quality of education in municipal, provincial or national level. The results of this study can be used by management to make decision to improve educational services based on the national exam database in West Java. Keywords: KDD, spatial mapping, national exam.

  19. How many medical requests for US, body CT, and musculoskeletal MR exams in outpatients are inadequate?

    International Nuclear Information System (INIS)

    Sardanelli, Francesco; Aliprandi, Alberto; Fausto, Alfonso

    2005-01-01

    Purpose: Our aim was to evaluate how many medical requests for US, CT and MR outpatients exams are inadequate. Materials and methods: We evaluated three series of consecutive requests for outpatients exams, distinguishing firstly the adequate from the inadequate requests. The inadequate requests were classified as: (A) absence of real indication; (B) lacking or vague clinical query; (C) absence of important information on patient's status. US requests concerned 282 patients for 300 body segments, as follows: neck (n=50); upper abdomen (n=95); lower abdomen (n=12); upper and lower abdomen (n=84); musculoskeletal (n=32); other body segments (n=27). CT requests concerned 280 patients for 300 body segments, as follows: chest (n=67); abdomen (n=77); musculoskeletal (n=94); other body segments (n=62). MR musculoskeletal requests concerned 138 patients for 150 body segments, as follows: knee (n=87); ankle (n=13); shoulder (n=28); other body segments (n=22). Results: A total of 228/300 US requests (76%) were inadequate, ranging from 66% (musculoskeletal) to 86% (neck) classified as: A, 21/228 (9%); B, 130/228 (57%); C, 77/228 (34%). A total of 231/300 (77%) body CT request were inadequate, ranging from 72% (chest) to 86% (musculoskeletal), classified as: A, 22/231 (10%); B, 88/231 (38%); C, 121/231 (52%). A total of 124/150 (83%) MR musculoskeletal requests were inadequate, ranging from 69% (ankle) to 89% (knee), classified as: A, 12/124 (10%); B, 50/124 (40%); C, 62/124 (50%). No significant difference was found among the levels of inadequacy for the three techniques and among the body segments for each of the three techniques. Conclusions: The majority of the medical requests for outpatients exams turned out to be inadequate. A large communication gap between referring physicians and radiologists needs to be filled [it

  20. Reliable classification of facial phenotypic variation in craniofacial microsomia: a comparison of physical exam and photographs.

    Science.gov (United States)

    Birgfeld, Craig B; Heike, Carrie L; Saltzman, Babette S; Leroux, Brian G; Evans, Kelly N; Luquetti, Daniela V

    2016-03-31

    Craniofacial microsomia is a common congenital condition for which children receive longitudinal, multidisciplinary team care. However, little is known about the etiology of craniofacial microsomia and few outcome studies have been published. In order to facilitate large, multicenter studies in craniofacial microsomia, we assessed the reliability of phenotypic classification based on photographs by comparison with direct physical examination. Thirty-nine children with craniofacial microsomia underwent a physical examination and photographs according to a standardized protocol. Three clinicians completed ratings during the physical examination and, at least a month later, using respective photographs for each participant. We used descriptive statistics for participant characteristics and intraclass correlation coefficients (ICCs) to assess reliability. The agreement between ratings on photographs and physical exam was greater than 80 % for all 15 categories included in the analysis. The ICC estimates were higher than 0.6 for most features. Features with the highest ICC included: presence of epibulbar dermoids, ear abnormalities, and colobomas (ICC 0.85, 0.81, and 0.80, respectively). Orbital size, presence of pits, tongue abnormalities, and strabismus had the lowest ICC, values (0.17 or less). There was not a strong tendency for either type of rating, physical exam or photograph, to be more likely to designate a feature as abnormal. The agreement between photographs and physical exam regarding the presence of a prior surgery was greater than 90 % for most features. Our results suggest that categorization of facial phenotype in children with CFM based on photographs is reliable relative to physical examination for most facial features.

  1. The development and performance of the EXAM detector to search for extragalactic antimatter

    International Nuclear Information System (INIS)

    Coan, T.E.

    1989-01-01

    The design and development of a practical balloon borne instrument capable of detecting heavy (Z approximately equal to -26) antimatter in the cosmic rays are described. Emphasis is placed on describing the essential physics of the EXAM (extragalactic antimatter) instrument's individual detectors that make such a detection possible. In particular, it is shown that the responses from a plastic scintillator, a Cerenkov radiation detector, dielectric track detectors, and proportional drift tube arrays can be used to uniquely determine the speed, charge magnitude, and charge sign of a cosmic ray nucleus. This novel nonmagnetic detection scheme permits the construction of a relatively light weight (approximately 2,000 kg) detector with a large collecting power (approximately 10 sq m sr). The profound cosmological and elementary particle physics implications of the detection of just a single heavy antimatter nucleus are discussed in chapter one, along with arguments that imply that such a detected antinucleus must necessarily be extragalactic in origin. Chapters two through six describe the response of EXAM's individual detectors to the passage of heavily ionizing charged particles. Chapter seven is an overview of the mechanical construction of the entire instrument. Details of the measurement of the light collection efficiency of EXAM's Cerenkov detector and primary scintillator using sea-level muons and how this will be used to assist in the flight data analysis are contained in chapter eight. This chapter also includes a description of the instrument's electronic configuration and its data acquisition system. Finally, there are two appendices summarizing some important mechanical stress calculations that were required to actually build the instrument

  2. Computational text analysis and reading comprehension exam complexity towards automatic text classification

    CERN Document Server

    Liontou, Trisevgeni

    2014-01-01

    This book delineates a range of linguistic features that characterise the reading texts used at the B2 (Independent User) and C1 (Proficient User) levels of the Greek State Certificate of English Language Proficiency exams in order to help define text difficulty per level of competence. In addition, it examines whether specific reader variables influence test takers' perceptions of reading comprehension difficulty. The end product is a Text Classification Profile per level of competence and a formula for automatically estimating text difficulty and assigning levels to texts consistently and re

  3. Development of a measure of student self-evaluation of physics exam performance

    Science.gov (United States)

    Hagedorn, Eric Anthony

    The central purpose of this study was to provide preliminary evidence of the reliability and validity of the SEVSI - P (Self- evaluation scaled instrument - physics). This instrument, designed to measure student self-evaluation of physics exam performance, was developed in congruence with social cognitive theory. Self-evaluation in this study is defined to consist of two of the three subprocesses of self-regulation: self-observation and judgmental process. As such, the SEVSI - P consists of two subscales, one measuring the frequency and types of self-observations made during a physics exam and one measuring the frequency and types of judgmental comparisons made after an exam. Data from 621 completed surveys, voluntarily taken by first semester algebra/trigonometry based physics students at six Midwestern universities and one Southern university, were analyzed for reliability and factorial validity. Cronbach alphas of .71 and .83 for the self-observation and judgment subscales, respectively, indicate acceptable reliability for the instrument. Confirmatory factor analysis indicates the acceptability of the hypothesis that the data analyzed could have indeed been obtained from the proposed two factor model (self-observation and judgment). The results of this confirmatory factor analysis provide preliminary construct validity for this instrument. A number of theoretically related items were included on the SEVSI - P form to elicity information about the use of goals and pre-planned strategies, actions taken in response to previous poor performances, and emotional responses to performance. A correlational analysis of these items along with the self-observation and judgment subscale scores provided a limited degree of convergent validity for the two subscales. Analyses of variance were done to determine the presence of differences in scoring patterns based on gender or reported ethnic origin. These results indicate slightly higher judgment subscale scores for women and

  4. CWSP Certified Wireless Security Professional Official Study Guide, Exam PW0-204

    CERN Document Server

    Coleman, David D; Harkins, Bryan E

    2010-01-01

    Sybex is now the official publisher for Certified Wireless Network Professional, the certifying vendor for the CWSP program. This guide covers all exam objectives, including WLAN discovery techniques, intrusion and attack techniques, 802.11 protocol analysis. Wireless intrusion-prevention systems implementation, layer 2 and 3 VPNs used over 802.11 networks, and managed endpoint security systems. It also covers enterprise/SMB/SOHO/Public-Network Security design models and security solution implementation, building robust security networks, wireless LAN management systems, and much more.

  5. Memetic Algorithm and its Application to the Arrangement of Exam Timetable

    Directory of Open Access Journals (Sweden)

    Wenhua Huang

    2016-06-01

    Full Text Available This paper looks at Memetic Algorithm for solving timetabling problems. We present a new memetic algorithm which consists of global search algorithm and local search algorithm. In the proposed method, a genetic algorithm is chosen for global search algorithm while a simulated annealing algorithm is used for local search algorithm. In particular, we could get an optimal solution through the .NET with the real data of JiangXi Normal University. Experimental results show that the proposed algorithm can solve the university exam timetabling problem efficiently.

  6. LPIC-2 Linux Professional Institute Certification Study Guide Exams 201 and 202

    CERN Document Server

    Smith, Roderick W

    2011-01-01

    The first book to cover the LPIC-2 certification Linux allows developers to update source code freely, making it an excellent, low-cost, secure alternative to alternate, more expensive operating systems. It is for this reason that the demand for IT professionals to have an LPI certification is so strong. This study guide provides unparalleled coverage of the LPIC-2 objectives for exams 201 and 202. Clear and concise coverage examines all Linux administration topics while practical, real-world examples enhance your learning process. On the CD, you'll find the Sybex Test Engine, electronic flash

  7. Validating subject-specific RF and thermal simulations in the calf muscle using MR-based temperature measurements

    NARCIS (Netherlands)

    Simonis, Ffj; Raaijmakers, Aje; Lagendijk, Jjw; van den Berg, Cat

    2017-01-01

    Purpose: Ongoing discussions occur to translate the safety restrictions on MR scanners from specific absorption rate (SAR) to thermal dose. Therefore, this research focuses on the accuracy of thermal simulations in human subjects during an MR exam, which is fundamental information in that debate.

  8. Internal quality control indicators of cervical cytopathology exams performed in laboratories monitored by the External Quality Control Laboratory.

    Science.gov (United States)

    Ázara, Cinara Zago Silveira; Manrique, Edna Joana Cláudio; Tavares, Suelene Brito do Nascimento; de Souza, Nadja Lindany Alves; Amaral, Rita Goreti

    2014-09-01

    To evaluate the impact of continued education provided by an external quality control laboratory on the indicators of internal quality control of cytopathology exams. The internal quality assurance indicators for cytopathology exams from 12 laboratories monitored by the External Quality Control Laboratory were evaluated. Overall, 185,194 exams were included, 98,133 of which referred to the period preceding implementation of a continued education program, while 87,061 referred to the period following this intervention. Data were obtained from the Cervical Cancer Database of the Brazilian National Health Service. Following implementation of the continued education program, the positivity index (PI) remained within recommended limits in four laboratories. In another four laboratories, the PI progressed from below the limits to within the recommended standards. In one laboratory, the PI remained low, in two laboratories, it remained very low, and in one, it increased from very low to low. The percentage of exams compatible with a high-grade squamous intraepithelial lesion (HSIL) remained within the recommended limits in five laboratories, while in three laboratories it progressed from below the recommended levels to >0.4% of the total number of satisfactory exams, and in four laboratories it remained below the standard limit. Both the percentage of atypical squamous cells of undetermined significance (ASC-US) in relation to abnormal exams, and the ratio between ASC-US and intraepithelial lesions remained within recommended levels in all the laboratories investigated. An improvement was found in the indicators represented by the positivity index and the percentage of exams compatible with a high-grade squamous intraepithelial lesion, showing that the role played by the external quality control laboratory in providing continued education contributed towards improving laboratory staff skills in detecting cervical cancer precursor lesions.

  9. Hair and stress: A pilot study of hair and cytokine balance alteration in healthy young women under major exam stress.

    Directory of Open Access Journals (Sweden)

    Eva M J Peters

    Full Text Available Mouse models show that experimental stress mimicking prolonged life-stress exposure enhances neurogenic inflammation, induces adaptive immunity cytokine-imbalance characterized by a shift to Type 1 T-helper cell cytokines and increases apoptosis of epithelial cells. This affects hair growth in otherwise healthy animals. In this study, we investigate whether a prolonged naturalistic life-stress exposure affects cytokine balance and hair parameters in healthy humans. 33 (18 exam, 15 comparison female medical students with comparable sociobiological status were analyzed during a stressful final examination period, at three points in time (T 12 weeks apart. T1 was before start of the learning period, T2 between the three-day written exam and an oral examination, and T3 after a 12 week rest and recovery from the stress of the examination period. Assessments included: self-reported distress and coping strategies (Perceived Stress Questionnaire [PSQ], Trier Inventory for the Assessment of Chronic Stress [TICS], COPE, cytokines in supernatants of stimulated peripheral blood mononucleocytes (PBMCs, and trichogram (hair cycle and pigmentation analysis. Comparison between students participating in the final medical exam at T2 and non-exam students, revealed significantly higher stress perception in exam students. Time-wise comparison revealed that stress level, TH1/TH2 cytokine balance and hair parameters changed significantly from T1 to T2 in the exam group, but not the control. However, no group differences were found for cytokine balance or hair parameters at T2. The study concludes that in humans, naturalistic stress, as perceived during participation in a major medical exam, has the potential to shift the immune response to TH1 and transiently hamper hair growth, but these changes stay within a physiological range. Findings are instructive for patients suffering from hair loss in times of high stress. Replication in larger and more diverse sample

  10. AAA application in diagnosis exams in a large public hospital, RS, Brazil; Aplicacao do AAA na realizacao de exames diagnosticos em um hospital publico de grande porte

    Energy Technology Data Exchange (ETDEWEB)

    Bacelar, A.; Ferret, A.A.; Vanni, S.; Galhardi, M.P.; Lykawka, R., E-mail: abacelar@hepa.ufrgs.br, E-mail: allferret@gmail.com, E-mail: svanni@hepa.ufrgs.br, E-mail: mpgalhardi@gmail.com, E-mail: rlykawka@hepa.ufrgs.br [Hospital de Clinicas de Porto Alegre (HCPA), Porto Alegre, RS (Brazil)

    2013-10-01

    Objective: the initiative AAA - Awareness , Appropriateness and Audit , promotes consciousness ( Awareness) , fitness ( Appropriateness ) and Audit ( Audit) . This paper analyzes the application of the concept in the AAA requests and justifications examinations using ionizing radiation within a large public hospital. Materials and methods: we collected and analyzed data between the years 2011 and 2012, concerning the number of exams performed with the use of radiation and their justifications. After, we sought to raise awareness of the clinical team through training on the risks and benefits of the various modalities of the radiology department and the need to justify the use of ionizing radiation on health. After the data were collected again of test requests for verification of the effectiveness of training. Results: the mean requests that need to be appropriate to the AAA in the last quarter of 2011 was 75 % lower than the average demands of the first quarter, matched against the last two months of 2012 increased by up to four times the number requests that require improvements in relation to the excellent results obtained in July 2012. Conclusion: it is shown in this paper the need of implementing this initiative AAA continuously added to the clinical staff awareness about the risk of the use of ionizing radiation, the appropriateness of the requests of these tests , as well as the control of this process in order to optimize use of ionizing radiation on health.

  11. The scare tactic: do fear appeals predict motivation and exam scores?

    Science.gov (United States)

    Putwain, David; Remedios, Richard

    2014-12-01

    Prior to high-stakes exams, teachers use persuasive messages that highlight to students the possible consequences of failure. Such messages are known as fear appeals. This study examined whether fear appeals relate to self- and non-self-determined motivation and academic performance. Data were collected in 3 waves. Self-report data pertaining to perceived fear appeals were collected in the first wave, self-report data pertaining to self-determined motivation were collected in the second wave, and exam scores were collected in the third wave. An increased frequency of fear appeals and the appraisal of fear appeals as threatening predicted lower self-determined motivation but were largely unrelated to non-self-determined motivation. An increased frequency of fear appeals and the appraisal of fear appeals as threatening predicted lower examination performance that was partly mediated by lower self-determined motivation. These findings support a position derived from self-worth theory that the negative consequences of fear appeals arise from their focus on avoiding failure rather than their focus on extrinsic consequences. We suggest that teachers and instructors need to be aware how seemingly motivational statements can unwittingly promote lower self-determined motivation. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  12. Analysis of References on the Plastic Surgery In-Service Training Exam.

    Science.gov (United States)

    Silvestre, Jason; Zhang, Alicia; Lin, Samuel J

    2016-06-01

    The Plastic Surgery In-Service Training Exam is a knowledge assessment tool widely used during plastic surgery training in the United States. This study analyzed literature supporting correct answer choices to determine highest yield sources, journal publication lag, and journal impact factors. Digital syllabi of 10 consecutive Plastic Surgery In-Service Training Exam administrations (2006 to 2015) were reviewed. The most-referenced articles, journals, and textbooks were determined. Mean journal impact factor and publication lag were calculated and differences were elucidated by section. Two thousand questions and 5386 references were analyzed. From 2006 to 2015, the percentage of journal citations increased, whereas textbook references decreased (p < 0.001). Plastic and Reconstructive Surgery was cited with greatest frequency (38.5 percent), followed by Clinics in Plastic Surgery (5.6 percent), Journal of Hand Surgery (American volume) (5.1 percent), and Annals of Plastic Surgery (3.8 percent). There was a trend toward less publication lag over the study period (p = 0.05), with a mean publication lag of 9.1 ± 9.0 years for all journal articles. Mean journal impact factor was 2.3 ± 4.3 and lowest for the hand and lower extremity section (1.7 ± 2.8; p < 0.001). The highest yield textbooks were elucidated by section. Plastic surgery faculty and residents may use these data to facilitate knowledge acquisition during residency.

  13. Corrimentos vaginais em gestantes: comparacao da abordagem sindromica com exames da pratica clinica da enfermagem

    Directory of Open Access Journals (Sweden)

    Thais Marques Lima

    2013-12-01

    Full Text Available Estudo avaliativo de abordagem quantitativa, com amostra de 104 gestantes, com o objetivo de comparar os achados de infecções vaginais em gestantes obtidos por meio do fluxograma de corrimento vaginal com exames presentes na prática clínica da Enfermagem. Os dados foram coletados por meio de entrevista e exame ginecológico realizados de janeiro a julho de 2011. O fluxograma não se mostrou eficaz na identificação de candidíase e tricomoníase, apresentou baixa sensibilidade (0,0%; 50% e valor preditivo positivo (0,0%; 3,6% para as duas infecções e baixa especificidade para tricomoníase (46%. Mostrou-se satisfatório para vaginose bacteriana, com alta sensibilidade (100%, valor preditivo negativo (100% e acurácia (74%. Conclui-se que o emprego do fluxograma precisa ser reavaliado, visto que não foi eficaz em identificar infecções importantes em gestantes. Os esforços para o desenvolvimento de testes eficazes devem ser contínuos, com intuito de prevenir a disseminação de infecções e reduzir tratamentos desnecessários.

  14. Developing patient-specific dose protocols for a CT scanner and exam using diagnostic reference levels

    International Nuclear Information System (INIS)

    Strauss, Keith J.

    2014-01-01

    The management of image quality and radiation dose during pediatric CT scanning is dependent on how well one manages the radiographic techniques as a function of the type of exam, type of CT scanner, and patient size. The CT scanner's display of expected CT dose index volume (CTDI vol ) after the projection scan provides the operator with a powerful tool prior to the patient scan to identify and manage appropriate CT techniques, provided the department has established appropriate diagnostic reference levels (DRLs). This paper provides a step-by-step process that allows the development of DRLs as a function of type of exam, of actual patient size and of the individual radiation output of each CT scanner in a department. Abdomen, pelvis, thorax and head scans are addressed. Patient sizes from newborns to large adults are discussed. The method addresses every CT scanner regardless of vendor, model or vintage. We cover adjustments to techniques to manage the impact of iterative reconstruction and provide a method to handle all available voltages other than 120 kV. This level of management of CT techniques is necessary to properly monitor radiation dose and image quality during pediatric CT scans. (orig.)

  15. A subjective scheduler for subjective dedicated networks

    Science.gov (United States)

    Suherman; Fakhrizal, Said Reza; Al-Akaidi, Marwan

    2017-09-01

    Multiple access technique is one of important techniques within medium access layer in TCP/IP protocol stack. Each network technology implements the selected access method. Priority can be implemented in those methods to differentiate services. Some internet networks are dedicated for specific purpose. Education browsing or tutorial video accesses are preferred in a library hotspot, while entertainment and sport contents could be subjects of limitation. Current solution may use IP address filter or access list. This paper proposes subjective properties of users or applications are used for priority determination in multiple access techniques. The NS-2 simulator is employed to evaluate the method. A video surveillance network using WiMAX is chosen as the object. Subjective priority is implemented on WiMAX scheduler based on traffic properties. Three different traffic sources from monitoring video: palace, park, and market are evaluated. The proposed subjective scheduler prioritizes palace monitoring video that results better quality, xx dB than the later monitoring spots.

  16. A 9-hour biochemistry exam. An iron man competition or a good way of evaluating undergraduate students?

    Directory of Open Access Journals (Sweden)

    Alexandre B. Sé

    2005-07-01

    Full Text Available In a previous work we discus sed the capability of peer-tutors to write good true-or-fals e biochemistryexams (Sé et al. Are tutor-students capable of writing good biochemistry exams? SBBq 2004, abstractK-18. We are currently reporting the experience of 12 semesters in which a pair of peer-tutors ,coordinated by a professor, write a discursive exam. It has themes like obesity, cholesterol, diabetesand alimentation as de scribed in Passos et al, A lunch of pizza and pasta used for the learning ofmetabolic biochemistry, SBBq 2003, abstract K-10. The themes are chosen basedon 2 articles fromimportant international journals , such as the American Journal of Physiology. These articles have beenpreviously discussed in an Advanced Biochemistry class with all peer-tutors and the professor. Thequestions are base di practical situations, ac cording to what was exposed previously in a text, whichis written by the peer-tutors and base don the articles. The focus of the exam is the discussion of thesituation exposed and the development of a line of thoughts instead of just memorizing biochemic alconcepts . In order to facilitate this process, the students are divided in pairs to answer the questions(the y must have a di? erence in the previous exam grade lower than 1.3. They are allowed to bringbooks and class notes to the test to help the discussion. To avoid the rush and let the students discussand think freely, the y have 9 hours to do the exam . During this period, we evaluated the qualityof the 9-h-examby a survey at the end of it. When asked to give a 0-to- 4 score re garding (a thedi? culty level of the exam (4 m ean ve ry hard, (b if the exams makes an appropriate evaluation ofbiochemical knowledge (4 m ean it do e s (c if the exams make you re ason ab out applied biochemistry(4 me an it do es , the scores were 3.14, 3.61 and 3.82 respective ly (n=469. Our survey show thestudents good acceptance of the 9- h-e xam. The grades along 12 semesters have

  17. Association between scores in high school, aptitude and achievement exams and early performance in health science college

    Directory of Open Access Journals (Sweden)

    Al-Alwan Ibrahim

    2009-01-01

    Full Text Available This retrospective study was carried out to assess the correlation between admi-ssion criteria to health science colleges, namely, final high school grade and Saudi National Apti-tude and Achievement exams, and early academic performance in these colleges. The study inclu-ded 91 male students studying in the two-year pre-professional program at the King Saud bin Abdulaziz University for Health Sciences (KSAU-HS, Riyadh, Saudi Arabia. Records of these students were used to extract relevant information and their academic performance (based on the grade point average achieved at the end of the first semester of the pre-professional program, which were analytically studied. Pearson correlation coefficient was used to assess the associa-tions between the different scores. SPSS statistical program (version 12.0 was used for data ana-lyses. We found a strong correlation between the academic performance and the Achievement Exam, Aptitude Exam and high school final grade, with Pearson Correlation Coefficients of 0.96, 0.93, 0.87, respectively. The Saudi National Achievement Exam showed the most significant correla-tion. Our results indicate that academic performance showed good correlation with the admission criteria used, namely final high school grade, Saudi National Aptitude and Achievement Exams.

  18. Exame do líquido cefalorraquidiano: influência da temperatura, tempo e preparo da amostra na estabilidade analítica Cerebrospinal fluid exam: influence of sample preparation, temperature and time on analytical stability

    Directory of Open Access Journals (Sweden)

    Luciana Ferreira Dimas

    2008-04-01

    Full Text Available O líquido cefalorraquidiano (LCR é um fluido biológico que está em íntima relação com o sistema nervoso central (SNC. Por isso, o exame do LCR constitui um método de grande valia para o diagnóstico e o acompanhamento de diversas afecções neurológicas. Entretanto, existem poucos estudos sobre a estabilidade de seus analitos durante a etapa pré-analítica. OBJETIVO: Identificar dados existentes sobre a influência da temperatura e do tempo de estocagem, dos ciclos de congelamento/descongelamento e pré-tratamentos (centrifugação, desnaturação, adição de soro na estabilidade dos analitos do LCR. MÉTODO: Foi realizada uma revisão sistemática de artigos da literatura, usando palavras-chave da língua inglesa como storage, cerebrospinal fluid, CSF, stability, temperature e period, com base nos serviços de dados de PubMed, Highwire Press, Lilacs e Amazonas Library, os quais permitem a pesquisa bibliográfica de citações e artigos científicos. RESULTADO: A busca encontrou nove artigos, resultado da escassez de trabalhos sobre o assunto. Os analitos do LCR estudados incluíram células (número e morfologia, proteínas totais, glicose, lactato, aminoácidos, creatina, creatinina, biomarcadores e enzimas. As metodologias se basearam em microscopia óptica, ensaio imunossorvente ligado à enzima (ELISA, Imunoblot/SDS-PAGE e fotometria. CONCLUSÃO: A revisão da literatura confirma que a estabilidade da amostra de LCR sofre influência da temperatura, do tempo de estocagem e das condições de preparo pré-analítico. Os achados desta revisão sistemática podem contribuir para a ampliação dos conhecimentos no exame do LCR, assim como o melhor entendimento sobre a estabilidade da amostra.The cerebrospinal fluid (CSF is a biological fluid that is in close relation with the central nervous system (CNS. Therefore, the CSF examination constitutes an invaluable method in the diagnosis and monitoring of countless neurological diseases

  19. Mini-Exame do Estado Mental: características psicométricas em idosos ambulatoriais Mini-Mental State Examination: psychometric characteristics in elderly outpatients

    Directory of Open Access Journals (Sweden)

    Roberto A Lourenço

    2006-08-01

    Full Text Available OBJETIVO: Avaliar as características de medida do Mini-Exame do Estado Mental em idosos atendidos em um ambulatório geral. MÉTODOS: O total de 303 indivíduos (>65 anos foi submetido à avaliação geriátrica com vários instrumentos, inclusive o Mini-Exame do Estado Mental. Foram calculadas a sensibilidade, a especificidade, os valores preditivos positivo e negativo e a curva ROC. RESULTADOS: A sensibilidade, a especificidade, os valores preditivos positivo e negativo e a área sob a curva ROC foram 80,8%, 65,3%, 44,7%, 90,7% e 0,807, respectivamente (ponto de corte 23/24. O melhor ponto de corte para indivíduos analfabetos foi 18/19 (sensibilidade =73,5%; especificidade =73,9%, e para aqueles com instrução escolar foi 24/25 (sensibilidade =75%; especificidade =69,7%. CONCLUSÕES: Para o rastreamento cognitivo de idosos atendidos em ambulatórios gerais pelo Mini-Exame do Estado Mental, a escolaridade deverá ser considerada para a adoção do ponto de corte mais adequado.OBJECTIVE: To assess the psychometric characteristics of the Mini-Mental State Examination in elderly outpatients who seek primary health care. METHODS: A total of 303 subjects (>65 years underwent comprehensive geriatric assessment with functional tools, including Mini-Mental State Examination. Sensitivity, specificity, positive predictive value, negative predictive value, and ROC curve were calculated. RESULTS: Sensitivity, specificity, positive and negative predictive values, and area under ROC curve were 80.8%, 65.3%, 44.7%, 90.7% and 0.807 respectively (cutoff point =23/24. The best cutoff point for illiterate was 18/19 (sensitivity =73.5%; specificity =73.9%; and for literate was 24/25 (sensitivity =75%; specificity =69.7%. CONCLUSIONS: While screening elderly outpatients for dementia, schooling must be considered in the choice of the best cutoff point in the Mini-Mental State Examination.

  20. Consolidation of the EXAm process: towards the reprocessing of a concentrated PUREX raffinate

    Energy Technology Data Exchange (ETDEWEB)

    Vanel, V.; Bollesteros, M.J.; Marie, C.; Montuir, M.; Pacary, V.; Antegnard, F.; Costenoble, S.; Boyer-Deslys, V. [CEA Marcoule, Nuclear Energy Division, Radiochemistry and Processes Department, Bagnols-sur-Ceze, F-30207 (France)

    2016-07-01

    Recycling americium alone from the spent fuel is an important issue currently studied for the future nuclear cycle (Generation IV systems) as Am is one of the main contributors to the long-term radiotoxicity and heat power of final waste. The solvent extraction process called EXAm has been developed by the CEA to enable the recovery of Am alone from a PUREX raffinate (with U, Np and Pu already removed). A mixture of DMDOHEMA and HDEHP diluted in TPH is used as the solvent and the Am/Cm selectivity is improved using TEDGA as a selective complexing agent to maintain Cm and the heavier lanthanides in the acidic aqueous phase (HNO{sub 3} 5-6 M). Americium is then selectively stripped from the light lanthanides at low acidity (pH 2.5-3) with a poly-aminocarboxylic acid (DTPA). An additional step is necessary before Am recovery, in order to strip molybdenum which would otherwise be complexed by DTPA and contaminate the Am raffinate. In order to make the process and its associated future plant more compact, the objective is now to adapt the EXAm process to a concentrated raffinate. With a concentrated PUREX raffinate, the process operates under conditions close to saturation both for the solvent and complexing agent TEDGA during the Am extraction step. Consequently, some changes were needed to adapt the flowsheet to higher concentrations of cations. Before the test on a real PUREX raffinate in the CBP shielded line at ATALANTE (at the end of 2015), the EXAm flowsheet had to be consolidated and achievable target performances ensured. A series of experiments and tests was performed: on laboratory scale (batch experiments), to identify the good operating conditions and to simulate the main phenomena involved (2010-2014); first on an inactive surrogate feed solution at G1 facility (2011-2013), and then on a surrogate feed solution with trace amounts of americium and curium (spiked test) in the C17 shielded line at ATALANTE (2014). (authors)

  1. Application of the new International Code of Practice for dosimetry in diagnostic radiology to conventional exams

    International Nuclear Information System (INIS)

    Martinez Gonzalez, A.; Cardenas Herrera, J.; Walwyn Salas, G.; Machado, A.; Mora Machado, R. de la

    2008-01-01

    Full text: During the recent years, a policy for updating and installation of the X-ray equipment, specialized as well as conventional, have been carrying out, in Cuba. Conventional equipment has reached almost the whole primary level. Considering this situation, the quality control programs and clinical dosimetry have become even more important. Regarding the last one, an International Code of Practice for Dosimetry in Diagnostic Radiology had been published by the International Atomic Energy Agency in order to been used as a guide and to standardize the methodologies used to evaluate the patient exposure in radiodiagnostic. Taken into consideration the above reasons, an assessment of the aforementioned code of practice was done in order to choose the most feasible methodology to implement in the country. The evaluation was performed considering the lack of dosimetric equipment and medical physicists in this practice, in the interests of increasing the measurements scope to a large number of services as well as to standardize the methodology on a national scale. The present work shows the results obtained from the application of the new code of practice to conventional radiology exams in some medical institutions. Out of 3 on patients measurements methodologies described in the code of practice, the one of measurement of the incident air kerma was chosen. This methodology allow to the physicist to focus on the diagnostic equipment tests and to delegate the collection of the patient and exposure parameters data to the technicians, which make the increased of the patient and diagnostic departments sample, possible. The measurements were carried out in 2 hospital of the capital. The exams involved in the assessments were thorax PA, lumbar spine AP and lumbar spine LAT. In every diagnostic service, 25 patients were chosen on each projection. The weight and height average of the patient sample were 68 kg and 167 cm respectively. In the assessment were considered only

  2. SU-E-I-95: Personalized Radiography Technical Parameters for Each Patient and Exam

    Energy Technology Data Exchange (ETDEWEB)

    Soares, F; Camozzato, T; Kahl, G; Soares, A; Zottis, A [Instituto Federal de Santa Catarina, Florianopolis (Brazil)

    2014-06-01

    Purpose: To determine exact electrical parameters (kV, mAs) a radiological technologist shall use taking account the exam and patient's structure, with guarantee of minimum dose and adequate quality image. Methods: A patient's absorbed dose equation was developed by means of Entrance Skin Dose (ESD), irradiated area and patient width for specific anatomy. ESD is calculated from a developed equation, where entrance surface air-KERMA and backscatter factor are included, with air-to-skin coefficient conversion. We developed specific Lambert-Beer attenuation equations derived from mass energy-absorption coefficients data for skin, fat, and muscle and bone as one tissue. Anatomy tissue thickness distribution at central X-ray location in anteroposterior incidence for hand and chest, was estimate by discounting constant skin and bone thickness from patient measured width, assuming the result as muscle and fat. A clinical research at a big hospital were executed when real parameters (kV, mAs, filtration, ripple) used by technologists were combined with the image quality and patient's data: anatomy width, height and weight. A correlation among the best images acquired and electrical parameters used were confronted with patient's data and dose estimation. The best combinations were used as gold standards. Results: For each anatomy, two equations were developed to calculate voltage (kV) and exposure (mAs) to reproduce and interpolate the gold standards. Patient is measured and data are input into equations, giving radiological technologists the right set of electrical parameters for that specific exam. Conclusion: This work indicates that radiological technologist can personalize the exact electrical parameters for each patient exam, instead of using standard values. It also guarantee that patients under or over-sized measures will receive the right dose for the best image. It will stop wrong empiric adjusts technologists do when examining a non

  3. Objective structured clinical examination "Death Certificate" station - Computer-based versus conventional exam format.

    Science.gov (United States)

    Biolik, A; Heide, S; Lessig, R; Hachmann, V; Stoevesandt, D; Kellner, J; Jäschke, C; Watzke, S

    2018-04-01

    One option for improving the quality of medical post mortem examinations is through intensified training of medical students, especially in countries where such a requirement exists regardless of the area of specialisation. For this reason, new teaching and learning methods on this topic have recently been introduced. These new approaches include e-learning modules or SkillsLab stations; one way to objectify the resultant learning outcomes is by means of the OSCE process. However, despite offering several advantages, this examination format also requires considerable resources, in particular in regards to medical examiners. For this reason, many clinical disciplines have already implemented computer-based OSCE examination formats. This study investigates whether the conventional exam format for the OSCE forensic "Death Certificate" station could be replaced with a computer-based approach in future. For this study, 123 students completed the OSCE "Death Certificate" station, using both a computer-based and conventional format, half starting with the Computer the other starting with the conventional approach in their OSCE rotation. Assignment of examination cases was random. The examination results for the two stations were compared and both overall results and the individual items of the exam checklist were analysed by means of inferential statistics. Following statistical analysis of examination cases of varying difficulty levels and correction of the repeated measures effect, the results of both examination formats appear to be comparable. Thus, in the descriptive item analysis, while there were some significant differences between the computer-based and conventional OSCE stations, these differences were not reflected in the overall results after a correction factor was applied (e.g. point deductions for assistance from the medical examiner was possible only at the conventional station). Thus, we demonstrate that the computer-based OSCE "Death Certificate" station

  4. Manual for subject analysis

    International Nuclear Information System (INIS)

    2002-01-01

    This document is one in a series of publications known as the ETDE/INIS Joint Reference Series and also constitutes a part of the ETDE Procedures Manual. It presents the rules, guidelines and procedures to be adopted by centers submitting input to the International Nuclear Information System (INIS) or the Energy Technology Data Exchange (ETDE). It is a manual for the subject analysis part of input preparation, meaning the selection, subject classification, abstracting and subject indexing of relevant publications, and is to be used in conjunction with the Thesauruses, Subject Categories documents and the documents providing guidelines for the preparation of abstracts. The concept and structure of the new manual are intended to describe in a logical and efficient sequence all the steps comprising the subject analysis of documents to be reported to INIS or ETDE. The manual includes new chapters on preparatory analysis, subject classification, abstracting and subject indexing, as well as rules, guidelines, procedures, examples and a special chapter on guidelines and examples for subject analysis in particular subject fields. (g.t.; a.n.)

  5. Estimating Subjective Probabilities

    DEFF Research Database (Denmark)

    Andersen, Steffen; Fountain, John; Harrison, Glenn W.

    2014-01-01

    either construct elicitation mechanisms that control for risk aversion, or construct elicitation mechanisms which undertake 'calibrating adjustments' to elicited reports. We illustrate how the joint estimation of risk attitudes and subjective probabilities can provide the calibration adjustments...... that theory calls for. We illustrate this approach using data from a controlled experiment with real monetary consequences to the subjects. This allows the observer to make inferences about the latent subjective probability, under virtually any well-specified model of choice under subjective risk, while still...

  6. Microsoft SharePoint 2010 Administration Real World Skills for MCITP Certification and Beyond (Exam 70-668)

    CERN Document Server

    Carpenter, Tom

    2011-01-01

    Delivers the information that SharePoint 2010 administrators in the field need most This book shows you how to design, deploy, and implement a SharePoint 2010 environment, providing practical skills and real-world techniques and scenarios you'll be able to apply on the job. You'll not only thoroughly learn SharePoint 2010, but you'll also get up to speed on business continuity and solutions. In addition, those preparing for the MCITP: SharePoint 2010 Administration certification exam 70-668 will find thorough coverage of all exam objectives.Shows you how to design, deploy, administer, and main

  7. TH-C-18A-09: Exam and Patient Parameters Affecting the DNA Damage Response Following CT Studies

    International Nuclear Information System (INIS)

    Elgart, S; Adibi, A; Bostani, M; Ruehm, S; Enzmann, D; McNitt-Gray, M; Iwamoto, K

    2014-01-01

    Purpose: To identify exam and patient parameters affecting the biological response to CT studies using in vivo and ex vivo blood samples. Methods: Blood samples were collected under IRB approval from 16 patients undergoing clinically-indicated CT exams. Blood was procured prior to, immediately after and 30minutes following irradiation. A sample of preexam blood was placed on the patient within the exam region for ex vivo analysis. Whole blood samples were fixed immediately following collection and stained for γH2AX to assess DNA damage response (DDR). Median fluorescence of treated samples was compared to non-irradiated control samples for each patient. Patients were characterized by observed biological kinetic response: (a) fast — phosphorylation increased by 2minutes and fell by 30minutes, (b) slow — phosphorylation continued to increase to 30minutes and (c) none — little change was observed or irradiated samples fell below controls. Total dose values were normalized to exam time for an averaged dose-rate in dose/sec for each exam. Relationships between patient biological responses and patient and exam parameters were investigated. Results: A clearer dose response at 30minutes is observed for young patients (<61yoa; R2>0.5) compared to old patients (>61yoa; R 2 <0.11). Fast responding patients were significantly younger than slow responding patients (p<0.05). Unlike in vivo samples, age did not significantly affect the patient response ex vivo. Additionally, fast responding patients received exams with significantly smaller dose-rate than slow responding patients (p<0.05). Conclusion: Age is a significant factor in the biological response suggesting that DDR may be more rapid in a younger population and slower as the population ages. Lack of an agerelated response ex vivo suggests a systemic response to radiation not present when irradiated outside the body. Dose-rate affects the biological response suggesting that patient response may be related to scan

  8. MCSA Microsoft Windows 8.1 complete study guide exams 70-687, 70-688, and 70-689

    CERN Document Server

    Shapiro, Jeffrey R

    2015-01-01

    Comprehensive, hands-on study guide for the Microsoft Windows 8.1 exams The MCSA: Microsoft Windows 8.1 Complete Study Guide is a comprehensive package loaded with educational study tools, including a pre-assessment test, hands-on exercises, hundreds of review questions, exclusive practice exam questions, electronic flashcards, and over an hour of author-led videos. For IT students and professionals, getting certified on Microsoft Windows 8.1 can mean huge career opportunities. Over 90% of all personal computing devices run on Windows, and those certified on the newest version will be in high

  9. Absorbed radiation doses in women undergone to PET-CT exams for cancer diagnosis

    International Nuclear Information System (INIS)

    Santana, Priscila do Carmo; Bernardes, Felipe Dias; Mamede, Marcelo; Oliveira, Paulo Marcio Campos de; Silva, Teogenes Augusto da; Mourao FIlho, Arnaldo Prata

    2014-01-01

    The absorbed dose in several organs and the effective dose in patients submitted to PET-CT exams with the radiopharmaceutical 18 F-FDG were assessed. The ICRP-106 biokinetic model and thermoluminescent detectors in a anthropomorphic phantom were used. The use of the PET-CT image acquisition protocol, with the CT protocol for anatomical mapping, showed that 60% of effective dose was from the radiotracer administration, being the effective dose values for a female patient of (5.80 ± 1.57) mSv. In conclusion, patient doses can be reduced by using appropriate imaging acquisition in 18 F-FDG PET-CT examinations and promoting the compliance with the radiation protection principles. (author)

  10. [Evaluation of music department students who passed the entrance exam with phonetogram (Voice Range Profile)].

    Science.gov (United States)

    Gökdoğan, Çağıl; Gökdoğan, Ozan; Şahin, Esra; Yılmaz, Metin

    2014-01-01

    This study aims to evaluate phonetogram data of the students in the department of music who passed the entrance exam. The phonetogram data of 44 individuals with a good voice quality in the department of music and age-matched individuals who were not trained in the field of music or not involved in music amateurish as the control group were compared. The voice of both groups were recorded using the voice range profile within the scope of Kay Elemetrics CSL (Model 4300 B) programmed. There was a significant difference in the voice range profile parameters including max Fo, Fo range, Fo range (St), min dB SPL, and max dB sound pressure level (pmusic is higher than the control group and that plays a major role in their acceptance to the department of music.

  11. The Adaptation of Contents for the Creation of Foreign Language Learning Exams for Mobile Devices

    Directory of Open Access Journals (Sweden)

    Gimenez López Jose Luis

    2009-07-01

    Full Text Available This article describes the process of adaptation of online digital contents for the realization of foreign language learning tests through mobile devices. Taking into account the need detected in relation to the quick development of mobile technologies, the development and adaptation of existing online exams for mobile devices will be studied. We will do that by considering the possible navigation limits when using multiplatforms, and the aspects related to the formal and technical conditions which the audiovisual contents shown by the device must fulfil. The existing online language learning tests can be adapted to mobile devices through the programming XHTML language. But, the limitations of navigability in relation to contents and the handling of interaction devices available for users to do the tests must also be considered.

  12. Clinical evaluation of the mini-mental state exam with culturally deaf senior citizens.

    Science.gov (United States)

    Dean, Pamela M; Feldman, David M; Morere, Donna; Morton, Diane

    2009-12-01

    The Mini-Mental State Exam (MMSE) is commonly used to screen cognitive function in a clinical setting. The measure has been published in over 50 languages; however, the validity and reliability of the MMSE has yet to be assessed with the culturally Deaf elderly population. Participants consisted of 117 Deaf senior citizens, aged 55-89 (M = 69.44, SD = 8.55). Demographic information, including state of residence, age, and history of depression, head injury, and dementia diagnoses, were collected. A standard form of the MMSE was used with modification of test administration and stimuli including translation of English test items into a sign-based form and alteration of two items in order to make them culturally and linguistically appropriate. Significant correlations were observed between overall test score and education level (r = .23, p = .01) as well as test score and age (r = -.33, p validate the use of this measure with the culturally Deaf population.

  13. Psicologia aplicada à cardiologia: um estudo sobre emoções relatadas em exame de holter

    OpenAIRE

    Bonomo, Ana Myriam Sánchez; Araujo, Tereza Cristina Cavalcanti Ferreira de

    2009-01-01

    Estudos sobre fatores de risco associados a doenças do coração dão ênfase às emoções negativas e não esclarecem quanto aos efeitos cardíacos de vivências de alegria ou segurança. Realizou-se uma investigação com 30 pessoas submetidas ao exame de Holter 24 horas, visando identificar emoções e episódios de vida diária que ocorrem simultaneamente a arritmias cardíacas. Reuniram-se registros de arritmias, atividades e emoções, complementados por entrevistas semiestruturadas. Verificaram-se difere...

  14. Correlação entre o exame clínico, a mamografia e a ultra-sonografia com o exame anatomopatológico na determinação do tamanho tumoral no câncer de mama Correlation between clinical examination, mammography and ultrasonography with histopathological exam in the determination of tumor size in breast cancer

    Directory of Open Access Journals (Sweden)

    Fernanda Monteiro de Paula Siqueira

    2008-03-01

    Full Text Available OBJETIVO: avaliar qual o melhor método entre o exame clínico (EC, a mamografia (MMG e a ultra-sonografia (US na determinação pré-operatória do tamanho tumoral no câncer de mama, tendo como referência o exame anatomopatológico. MÉTODOS: foram incluídas neste estudo 184 pacientes com lesões mamárias detectadas por MMG e US, palpáveis ou não, e que foram submetidas a ressecção cirúrgica do tumor, com diagnóstico histopatológico de câncer de mama. O maior diâmetro tumoral foi avaliado por EC, MMG e US por um mesmo examinador, e a medida obtida por cada método foi correlacionada com o diâmetro máximo obtido pelo exame anatomopatológico. A análise comparativa foi feita por meio do coeficiente de correlação de Pearson (r. RESULTADOS: o coeficiente de correlação de Pearson encontrado entre o exame anatomopatológico e o EC foi 0,8; entre o exame anatomopatológico e a MMG foi 0,7 e entre o exame anatomopatológico e a US foi 0,7 (pPURPOSE: to evaluate which method is the best to determine pre-surgically the size of breast cancer: clinical examination, mammography or ultrasonography, using as a reference the anatomopathological exam. METHODS: this study has included 184 patients with palpable-or-not breast lesions, detected by mammography and ultrasonography, that were submitted to surgical resection of the tumor, with histopathological diagnosis of breast cancer. The same examiner evaluated clinically the largest tumoral diameter, through clinical examination, mammography and ultrasonography, and the measurements obtained by each method were correlated with the maximum diameter obtained by the anatomopathological exam. The comparative analysis has been done by Pearson's correlation coefficient (r. RESULTS: Pearson's correlation coefficient between the anatomopathological and the clinical exams was 0.8; between the anatomopathological exam and the mammography, 0.7; and between anatomopathological exam and ultrasonography 0

  15. Pediatric computed tomography dose of head and chest exams: a bibliography revision

    International Nuclear Information System (INIS)

    Friedrich, Barbara Q.; Capaverde, Alexandre S.; Vanni, Stefania; Mazzola, Carolina F.S.; Silva, Ana M. Marques da

    2015-01-01

    The Computed Tomography (CT) imaging diagnosis it is responsible for over 34% of the radiation dose given to society, only in Brazil there is around 3833 CT equipment. There are two dose index in CT, the CTDI vol and DLP that represents the Computed Tomography dose index and the product of the CTDI vol by the length of irradiation. This paper has as objective describe the values of CTDI vol e DLP for pediatric exams of chest and head. This is an exploratory study of bibliography revision on the PubMed data base using the index terms with the following crossing: Computed Tomography AND Reference Levels AND Dose. The search was limited by published studies on the last 5 years with patients among 0 and 15 years, in English or Portuguese. Besides that, were included references guides suggest by scientific and governmental organizations on the last 5 years. The data analysis was made using the four readings of Gil: exploratory, selective, analytic and interpretative. By the Exploratory Reading were located 23 articles. On the Selective Reading were excluded 4 articles and on the Analytic Reading 9 articles. The Interpretative Reading was made using 7 publications. Regarding the references guides were includes 3 guides. The Portaria MS453/98 was included for being the only national publication. All data were characterized between practical levels and reference levels. The conclusion is that there is no consensus between the reference levels for the selected articles, for pediatric exams. Besides that, the national legislation do not have reference levels for pediatric CT. (author)

  16. Algorithmic, LOCS and HOCS (chemistry) exam questions: performance and attitudes of college students

    Science.gov (United States)

    Zoller, Uri

    2002-02-01

    The performance of freshmen biology and physics-mathematics majors and chemistry majors as well as pre- and in-service chemistry teachers in two Israeli universities on algorithmic (ALG), lower-order cognitive skills (LOCS), and higher-order cognitive skills (HOCS) chemistry exam questions were studied. The driving force for the study was an interest in moving science and chemistry instruction from an algorithmic and factual recall orientation dominated by LOCS, to a decision-making, problem-solving and critical system thinking approach, dominated by HOCS. College students' responses to the specially designed ALG, LOCS and HOCS chemistry exam questions were scored and analysed for differences and correlation between the performance means within and across universities by the questions' category. This was followed by a combined student interview - 'speaking aloud' problem solving session for assessing the thinking processes involved in solving these types of questions and the students' attitudes towards them. The main findings were: (1) students in both universities performed consistently in each of the three categories in the order of ALG > LOCS > HOCS; their 'ideological' preference, was HOCS > algorithmic/LOCS, - referred to as 'computational questions', but their pragmatic preference was the reverse; (2) success on algorithmic/LOCS does not imply success on HOCS questions; algorithmic questions constitute a category on its own as far as students success in solving them is concerned. Our study and its results support the effort being made, worldwide, to integrate HOCS-fostering teaching and assessment strategies and, to develop HOCS-oriented science-technology-environment-society (STES)-type curricula within science and chemistry education.

  17. Sleep Restriction Impairs Vocabulary Learning when Adolescents Cram for Exams: The Need for Sleep Study

    Science.gov (United States)

    Huang, Sha; Deshpande, Aadya; Yeo, Sing-Chen; Lo, June C.; Chee, Michael W.L.; Gooley, Joshua J.

    2016-01-01

    Study Objectives: The ability to recall facts is improved when learning takes place at spaced intervals, or when sleep follows shortly after learning. However, many students cram for exams and trade sleep for other activities. The aim of this study was to examine the interaction of study spacing and time in bed (TIB) for sleep on vocabulary learning in adolescents. Methods: In the Need for Sleep Study, which used a parallel-group design, 56 adolescents aged 15–19 years were randomly assigned to a week of either 5 h or 9 h of TIB for sleep each night as part of a 14-day protocol conducted at a boarding school. During the sleep manipulation period, participants studied 40 Graduate Record Examination (GRE)-type English words using digital flashcards. Word pairs were presented over 4 consecutive days (spaced items), or all at once during single study sessions (massed items), with total study time kept constant across conditions. Recall performance was examined 0 h, 24 h, and 120 h after all items were studied. Results: For all retention intervals examined, recall of massed items was impaired by a greater amount in adolescents exposed to sleep restriction. In contrast, cued recall performance on spaced items was similar between sleep groups. Conclusions: Spaced learning conferred strong protection against the effects of sleep restriction on recall performance, whereas students who had insufficient sleep were more likely to forget items studied over short time intervals. These findings in adolescents demonstrate the importance of combining good study habits and good sleep habits to optimize learning outcomes. Citation: Huang S, Deshpande A, Yeo SC, Lo JC, Chee MW, Gooley JJ. Sleep restriction impairs vocabulary learning when adolescents cram for exams: the Need for Sleep Study. SLEEP 2016;39(9):1681–1690. PMID:27253768

  18. Dosimetry in CBCT with different protocols: emphasis on small FOVs including exams for TMJ

    Energy Technology Data Exchange (ETDEWEB)

    Nascimento, Helena Aguiar Ribeiro; Nascimento, Eduarda Helena Leandro; Freitas, Deborah Queiroz, E-mail: eduarda.hln@gmail.com [Universidade de Campinas (UNICAMP), Piracicaba, SP (Brazil). Departmento de Diagnose Oral; Andrade, Marcos Ely Almeida [Universidade Federal de Pernambuco (UFPE), Recife, PE (Brazil). Departmento de Energia Nuclear; Frazão, Marco Antonio Gomes [Faculdade de Odontologia de Recife (FOR), Recife, PE (Brazil). Divisao de Radiologia Oral; Ramos-Perez, Flavia Maria Moraes [Universidade Federal de Pernambuco (UFPE), Recife, PE (Brazil). Departmento de Clinica e Odontologica Preventiva

    2017-07-15

    This study aimed to estimate the absorbed dose in cone beam computed tomography (CBCT) exams according to different exposure parameters and size and position of the field of view (FOV). In addition was compared the absorbed dose of two smaller FOV scans with that of a larger FOV scan for evaluation of temporomandibular joint (TMJ), as it is a bilateral structure. CBCT scans were obtained on OP300 Maxio unit varying scanning mode (standard, high and endo) as well as size (5 x 5, 6 x 8 and 8 x 15 cm) and positioning of FOV. With a small FOV, different areas were scanned (maxilla or mandible, anterior or posterior and TMJ). Absorbed doses were determined using thermoluminescent dosimeters on the skin surface of sensitive organs of an anthropomorphic phantom. Endo mode showed the highest dose, followed by the high and standard modes in all FOV positions. With small FOV, doses were higher in the posterior region, especially in the mandible. Dose reduction occurred when small FOVs were used, but it was not proportional to FOV size reduction. For TMJ, the dose in a single acquisition with large FOV was greater than two acquisitions with small FOV, but lower than two acquisitions with medium FOV (6x8 cm). In conclusion, scanning mode, size and FOV position have great influence on the absorbed dose. Small FOV decreases the dose, but there is no linear relation between FOV size and dose. For bilateral exams of TMJ, double acquisition with small FOVs produces decrease in absorbed dose relative to a large FOV. (author)

  19. Access Of Women In Jail To Cytological Exam: A Quantitative Analysis

    Directory of Open Access Journals (Sweden)

    Danielle Aurília Ferreira Macêdo Maximino

    2017-04-01

    Full Text Available Goal: to know the access of women prisoners to cytological examination. Method: exploratory-descriptive quantitative study, carried out at the Maria Júlia Maranhão Female Rehabilitation Center, in the city of João Pessoa/PB. The study population was of all closed regimens, and the minimum sample was 168 (one hundred and sixty-eight. Data collection was formalized through approval by the Research Ethics Committee of the Faculdade de Enfermagem Nova Esperança (FACENE, CAAE: 18363713.8.0000.5179, besides the official referral of the Coordination of the Course to said prison. The present study respected the ethical aspects recommended by Resolution CNS 466/12, in art. III, of the ethical aspects, which deals with the involvement with human beings in research, as well as Resolution COFEN 311/2007, which deals with the code of ethics of nursing professionals.   Results and Discussion: data from the survey show that 33% of study participants were between the ages of 18 and 25; 58% reported being single; 48% have Incomplete Elementary Education; 39% with the profession of domestic; 48% have a family income of one minimum wage; 58% have one to two years imprisonment; 74% inflicted the drug trafficking article; 67% mentioned working in general prison services.   Conclusion: it is concluded that the participants of the research report having knowledge about the exam, but their answers do not correspond to the true meaning of the exam, showing the lack of knowledge, information, assistance and abandonment in which they live.   Descriptors: Women. Papanicolaou Test. Prisoners. Nursing.

  20. Efficacy of Cognitive Training in Older Adults with and without Subjective Cognitive Decline Is Associated with Inhibition Efficiency and Working Memory Span, Not with Cognitive Reserve.

    Science.gov (United States)

    López-Higes, Ramón; Martín-Aragoneses, María T; Rubio-Valdehita, Susana; Delgado-Losada, María L; Montejo, Pedro; Montenegro, Mercedes; Prados, José M; de Frutos-Lucas, Jaisalmer; López-Sanz, David

    2018-01-01

    The present study explores the role of cognitive reserve, executive functions, and working memory (WM) span, as factors that might explain training outcomes in cognitive status. Eighty-one older adults voluntarily participated in the study, classified either as older adults with subjective cognitive decline or cognitively intact. Each participant underwent a neuropsychological assessment that was conducted both at baseline (entailing cognitive reserve, executive functions, WM span and depressive symptomatology measures, as well as the Mini-Mental State Exam regarding initial cognitive status), and then 6 months later, once each participant had completed the training program (Mini-Mental State Exam at the endpoint). With respect to cognitive status the training program was most beneficial for subjective cognitive decline participants with low efficiency in inhibition at baseline (explaining a 33% of Mini-Mental State Exam total variance), whereas for cognitively intact participants training gains were observed for those who presented lower WM span.

  1. Correlation between clinical examination, mammography and ultrasonography with histopathological exam in the determination of tumor size in breast cancer; Correlacao entre o exame clinico, a mamografia e a ultra-sonografia com o exame anatomopatologico na determinacao do tamanho tumoral no cancer de mama

    Energy Technology Data Exchange (ETDEWEB)

    Siqueira, Fernanda Monteiro de Paula; Rezende, Cezar Alencar de Lima [Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG (Brazil). Faculdade de Medicina. Dept. de Ginecologia e Obstetricia]. E-mail: fersiqueira75@yahoo.com.br; Barra, Alexandre de Almeida [Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG (Brazil). Hospital das Clinicas. Servico de Diagnostico por Imagem

    2008-07-01

    Purpose: to evaluate which method is the best to determine pre-surgically the size of breast cancer: clinical examination, mammography or ultrasonography, using as a reference the anatomopathological exam. Methods: this study has included 184 patients with palpable-or-not breast lesions, detected by mammography and ultrasonography, that were submitted to surgical resection of the tumor, with histopathological diagnosis of breast cancer. The same examiner evaluated clinically the largest tumoral diameter, through clinical examination, mammography and ultrasonography, and the measurements obtained by each method were correlated with the maximum diameter obtained by the anatomopathological exam. The comparative analysis has been done by Pearson's correlation coefficient (r). Results: Pearson's correlation coefficient between the anatomopathological and the clinical exams was 0.8; between the anatomopathological exam and the mammography, 0.7; and between anatomopathological exam and ultrasonography 0.7 (p<0.05). Pearson's correlation coefficients among the methods evaluated were also calculated and r=0.7 was obtained between clinical exam and mammography, r=0.8 between clinical examination and ultrasonography, and r=0.8 between mammography and ultrasonography (p<0.05). Conclusions: clinical examination, mammography and ultrasonography have presented high correlation with the anatomopathological measures, besides high correlations among themselves, what seems to show that they may be used as equivalent methods in the pre-surgical evaluation of the breast tumoral size. Nevertheless, due to specific limitations of each method, clinical examination, mammography and ultrasonography should be seen as complementary to each other, in order to obtain a more accurate measurement of the breast cancer tumor.(author)

  2. Subjective poverty line definitions

    NARCIS (Netherlands)

    J. Flik; B.M.S. van Praag (Bernard)

    1991-01-01

    textabstractIn this paper we will deal with definitions of subjective poverty lines. To measure a poverty threshold value in terms of household income, which separates the poor from the non-poor, we take into account the opinions of all people in society. Three subjective methods will be discussed

  3. RUSSIAN LAW SUBJECTS

    Directory of Open Access Journals (Sweden)

    D.N. Bakhrakh

    2006-03-01

    Full Text Available The question about the subjects of law branches is concerning the number of most important and difficult in law science. Its right decision influences on the subject of law regulation, precise definition of addressees of law norms, the volume of their rights and duties, the limits of action of norms of Main part of the branch, its principles. Scientific investigations, dedicated to law subjects system, promote the development of recommendations for the legislative and law applying activity; they are needed for scientific work organization and student training, for preparing qualified lawyers.

  4. Writing and the 'Subject'

    DEFF Research Database (Denmark)

    Greve, Charlotte

    /page. It is, moreover, an index pointing to the painting/writing subject; it is a special deictic mode of painting/writing. The handwriting of the Russian avant-garde books, the poetics of handwriting, and the way handwriting is represented in poetry emphasize the way the subject (the speaking and the viewing...... in the early as well as the contemporary avant-garde, it becomes clear that the ‘subject’ is an unstable category that can be exposed to manipulation and play. Handwriting is performing as a signature (as an index), but is at the same time similar to the signature of a subject (an icon) and a verbal construct...

  5. Subject (of documents)

    DEFF Research Database (Denmark)

    Hjørland, Birger

    2017-01-01

    This article presents and discuss the concept “subject” or subject matter (of documents) as it has been examined in library and information science (LIS) for more than 100 years. Different theoretical positions are outlined and it is found that the most important distinction is between document......-oriented views versus request-oriented views. The document-oriented view conceive subject as something inherent in documents, whereas the request-oriented view (or the policy based view) understand subject as an attribution made to documents in order to facilitate certain uses of them. Related concepts...

  6. A Regression Analysis of South Carolina Algebra I End-of-Course Exam Scores by Schedule Type

    Science.gov (United States)

    Smith, Dawn M.

    2017-01-01

    The purpose of this study was to examine the relationship between scheduling and first-year-high-school students' exam scores on the South Carolina Algebra I End-of-Course (EOC) assessment. The study compared existing empirical data from two southeastern high schools from the same school district using 4 X 4 block schedules from 2011-2014 and…

  7. Peer-instructed seminar attendance is associated with improved preparation, deeper learning and higher exam scores : A survey study

    NARCIS (Netherlands)

    Bouwmeester, Rianne A M; De Kleijn, Renske A M; Van Rijen, Harold V M

    2016-01-01

    Background: Active engagement in education improves learning outcomes. To enhance active participation in seminars, a student-centered course design was implemented and evaluated in terms of self-reported preparation, student motivation and exam scores. We hypothesized that small group learning with

  8. Gender Gap in the National College Entrance Exam Performance in China: A Case Study of a Typical Chinese Municipality

    Science.gov (United States)

    Zhang, Yu; Tsang, Mun

    2015-01-01

    This is one of the first studies to investigate gender achievement gap in the National College Entrance Exam in a typical municipality in China, which is the crucial examination for the transition from high school to higher education in that country. Using ordinary least square model and quantile regression model, the study consistently finds that…

  9. 76 FR 58565 - Proposed Information Collection (Exam for Housebound Status or Permanent Need for Regular Aid and...

    Science.gov (United States)

    2011-09-21

    ... DEPARTMENT OF VETERANS AFFAIRS [OMB Control No. 2900-0721] Proposed Information Collection (Exam... PRA of 1995 (Pub. L. 104-13; 44 U.S.C. 3501-3521), Federal agencies must obtain approval from the... request for comment is being made pursuant to Section 3506(c)(2)(A) of the PRA. With respect to the...

  10. A Comparison of the Performance of Online versus Traditional On-Campus Earth Science Students on Identical Exams

    Science.gov (United States)

    Werhner, Matthew J.

    2010-01-01

    In this paper I compare the performance of online versus traditional on-campus students on identical exams in an earth science class. The number of college level distance learning classes offered online continues to increase as they offer greater scheduling flexibility to students, they appeal to students who like to work independently, and allow…

  11. The Use of Peer Tutoring to Improve the Passing Rates in Mathematics Placement Exams of Engineering Students: A Success Story

    Science.gov (United States)

    García, Rolando; Morales, Juan C.; Rivera, Gloribel

    2014-01-01

    This paper describes a highly successful peer tutoring program that has resulted in an improvement in the passing rates of mathematics placement exams from 16% to 42%, on average. Statistical analyses were conducted using a Chi-Squared (?[superscript 2]) test for independence and the results were statistically significant (p-value much less than…

  12. How emotions affect logical reasoning: evidence from experiments with mood-manipulated participants, spider phobics, and people with exam anxiety.

    Science.gov (United States)

    Jung, Nadine; Wranke, Christina; Hamburger, Kai; Knauff, Markus

    2014-01-01

    Recent experimental studies show that emotions can have a significant effect on the way we think, decide, and solve problems. This paper presents a series of four experiments on how emotions affect logical reasoning. In two experiments different groups of participants first had to pass a manipulated intelligence test. Their emotional state was altered by giving them feedback, that they performed excellent, poor or on average. Then they completed a set of logical inference problems (with if p, then q statements) either in a Wason selection task paradigm or problems from the logical propositional calculus. Problem content also had either a positive, negative or neutral emotional value. Results showed a clear effect of emotions on reasoning performance. Participants in negative mood performed worse than participants in positive mood, but both groups were outperformed by the neutral mood reasoners. Problem content also had an effect on reasoning performance. In a second set of experiments, participants with exam or spider phobia solved logical problems with contents that were related to their anxiety disorder (spiders or exams). Spider phobic participants' performance was lowered by the spider-content, while exam anxious participants were not affected by the exam-related problem content. Overall, unlike some previous studies, no evidence was found that performance is improved when emotion and content are congruent. These results have consequences for cognitive reasoning research and also for cognitively oriented psychotherapy and the treatment of disorders like depression and anxiety.

  13. Impact of a Differential Learning Approach on Practical Exam Performance: A Controlled Study in a Preclinical Dental Course.

    Science.gov (United States)

    Pabel, Sven-Olav; Pabel, Anne-Kathrin; Schmickler, Jan; Schulz, Xenia; Wiegand, Annette

    2017-09-01

    The aim of this study was to evaluate if differential learning in a preclinical dental course impacted the performance of dental students in a practical exam (preparation of a gold partial crown) immediately after the training session and 20 weeks later compared to conventional learning. This controlled study was performed in a preclinical course in operative dentistry at a dental school in Germany. Third-year students were trained in preparing gold partial crowns by using either the conventional learning (n=41) or the differential learning approach (n=32). The differential learning approach consisted of 20 movement exercises with a continuous change of movement execution during the learning session, while the conventional learning approach was mainly based on repetition, a methodological series of exercises, and correction of preparations during the training phase. Practical exams were performed immediately after the training session (T1) and 20 weeks later (T2, retention test). Preparations were rated by four independent and blinded examiners. At T1, no significant difference between the performance (exam passed) of the two groups was detected (conventional learning: 54.3%, differential learning: 68.0%). At T2, significantly more students passed the exam when trained by the differential learning approach (68.8%) than by the conventional learning approach (18.9%). Interrater reliability was moderate (Kappa: 0.57, T1) or substantial (Kappa: 0.67, T2), respectively. These results suggest that a differential learning approach can increase the manual skills of dental students.

  14. Online versus Face-to-Face Accounting Education: A Comparison of CPA Exam Outcomes across Matched Institutions

    Science.gov (United States)

    Morgan, John Daniel

    2015-01-01

    Programmatic-level comparisons are made between the certified public accountant (CPA) exam outcomes of two types of accounting programs: online or distance accounting programs and face-to-face or classroom accounting programs. After matching programs from each group on student selectivity at admission, the two types of programs are compared on CPA…

  15. Building a Database for the Historical Analysis of the General Chemistry Curriculum Using ACS General Chemistry Exams as Artifacts

    Science.gov (United States)

    Luxford, Cynthia J.; Linenberger, Kimberly J.; Raker, Jeffrey R.; Baluyut, John Y.; Reed, Jessica J.; De Silva, Chamila; Holme, Thomas A.

    2015-01-01

    As a discipline, chemistry enjoys a unique position. While many academic areas prepared "cooperative examinations" in the 1930s, only chemistry maintained the activity within what has become the ACS Examinations Institute. As a result, the long-term existence of community-built, norm-referenced, standardized exams provides a historical…

  16. How emotions affect logical reasoning: evidence from experiments with mood-manipulated participants, spider phobics, and people with exam anxiety

    Science.gov (United States)

    Jung, Nadine; Wranke, Christina; Hamburger, Kai; Knauff, Markus

    2014-01-01

    Recent experimental studies show that emotions can have a significant effect on the way we think, decide, and solve problems. This paper presents a series of four experiments on how emotions affect logical reasoning. In two experiments different groups of participants first had to pass a manipulated intelligence test. Their emotional state was altered by giving them feedback, that they performed excellent, poor or on average. Then they completed a set of logical inference problems (with if p, then q statements) either in a Wason selection task paradigm or problems from the logical propositional calculus. Problem content also had either a positive, negative or neutral emotional value. Results showed a clear effect of emotions on reasoning performance. Participants in negative mood performed worse than participants in positive mood, but both groups were outperformed by the neutral mood reasoners. Problem content also had an effect on reasoning performance. In a second set of experiments, participants with exam or spider phobia solved logical problems with contents that were related to their anxiety disorder (spiders or exams). Spider phobic participants' performance was lowered by the spider-content, while exam anxious participants were not affected by the exam-related problem content. Overall, unlike some previous studies, no evidence was found that performance is improved when emotion and content are congruent. These results have consequences for cognitive reasoning research and also for cognitively oriented psychotherapy and the treatment of disorders like depression and anxiety. PMID:24959160

  17. Exploring College Outcomes for Low-Income AP® Exam Takers with Fee Reductions. Research Report 2016-2

    Science.gov (United States)

    Godfrey, Kelly E.; Wyatt, Jeffrey N.; Beard, Jonathan J.

    2016-01-01

    The focus of this study is to explore college outcomes for students who come from traditionally lower-income backgrounds, reporting a household income of $30,000 or less, and who were awarded a fee reduction to take one or more Advanced Placement® (AP®) Exams, compared to students with a similar background and ability who did not participate in an…

  18. Learning Styles, Online Content Usage and Exam Performance in a Mixed-Format Introductory Computer Information Systems Course

    Science.gov (United States)

    Lang, Guido; O'Connell, Stephen D.

    2015-01-01

    We investigate the relationship between learning styles, online content usage and exam performance in an undergraduate introductory Computer Information Systems class comprised of both online video tutorials and in-person classes. Our findings suggest that, across students, (1) traditional learning style classification methodologies do not predict…

  19. Adolescents' sleep in low-stress and high-stress (exam) times: a prospective quasi-experiment

    NARCIS (Netherlands)

    Dewald, J.F.; Meijer, A.M.; Oort, F.J.; Kerkhof, G.A.; Bögels, S.M.

    2014-01-01

    This prospective quasi-experiment (N=175; mean age: 15.14 years) investigates changes in adolescents' sleep from low-stress (regular school week) to high-stress times (exam week) and examines the (moderating) role of chronic sleep reduction, baseline stress, and gender. Sleep was monitored over

  20. Adolescents' Sleep in Low-Stress and High-Stress (Exam) Times: A Prospective Quasi-Experiment

    NARCIS (Netherlands)

    Dewald, Julia F.; Meijer, Anne Marie; Oort, Frans J.; Kerkhof, Gerard A.; Bögels, Susan M.

    2014-01-01

    This prospective quasi-experiment (N = 175; mean age = 15.14 years) investigates changes in adolescents' sleep from low-stress (regular school week) to high-stress times (exam week), and examines the (moderating) role of chronic sleep reduction, baseline stress, and gender. Sleep was monitored over

  1. Exam Preparation: The Influence of Action Control, Procrastination and Examination Experience on Students' Goal Intention and Implementation Intention

    Science.gov (United States)

    Sommer, Lutz

    2013-01-01

    Introduction: In the framework of the intention-behavior-gap analysis in relation to exam preparation I examined whether intention--subdivided into goal and implementation intention--is influenced directly by the determinants action control, procrastination and examination experience which is consistent with the Theory of Planned Behavior and…

  2. The Autism Mental Status Exam: Sensitivity and Specificity Using DSM-5 Criteria for Autism Spectrum Disorder in Verbally Fluent Adults

    Science.gov (United States)

    Grodberg, David; Weinger, Paige M.; Halpern, Danielle; Parides, Michael; Kolevzon, Alexander; Buxbaum, Joseph D.

    2014-01-01

    The phenotypic heterogeneity of adults suspected of autism spectrum disorder (ASD) requires a standardized diagnostic approach that is feasible in all clinical settings. The autism mental status exam (AMSE) is an eight-item observational assessment that structures the observation and documentation of social, communicative and behavioral signs and…

  3. Factors that Affect Mathematics-Science (MS) Scores in the Secondary Education Institutional Exam: An Application of Structural Equation Modeling

    Science.gov (United States)

    Yavuz, Mustafa

    2009-01-01

    Discovering what determines students' success in the Secondary Education Institutional Exam is very important to parents and it is also critical for students, teachers, directors, and researchers. Research was carried out by studying the related literature and structural equation modeling techniques. A structural model was created that consisted…

  4. The remembering subjectivity

    Directory of Open Access Journals (Sweden)

    María Angélica Garzón Martínez

    2015-07-01

    More concretely this article presents the idea of remembrance subjectivity that becomes converted into a political platform for reclaiming the right to recollect and change based on those recollections

  5. Examination of Science Achievement in the 8th Grade Level in Turkey in Terms of National and International Exams Depending upon Various Variables

    Science.gov (United States)

    Atalmis, Erkan H.; Avgin, Sakine S.; Demir, Papatya; Yildirim, Bilal

    2016-01-01

    The aim of the present study is to examine the effect of demographic characteristics of students in Turkey upon their performance in TIMSS, an international assessment exam and Secondary Education Transition Examination which is a national exam (OGS). One of the fields of sciences, biology is taken into account as student performance. As a result…

  6. 2013 Advanced Placement Exam Participation and Performance for Students in Montgomery County Public Schools and Public School Students in the State of Maryland and the Nation. Memorandum

    Science.gov (United States)

    Sanderson, Geoffrey T.

    2013-01-01

    This memorandum provides data on the participation and performance of Advanced Placement (AP) exams taken by students in the Montgomery County (Maryland) Public Schools (MCPS) in the 2012-2013 school year as compared with those by public school students in Maryland and the nation. Generally, the number of AP exams taken by MCPS students in 2013…

  7. Multiple-Choice Exams and Guessing: Results from a One-Year Study of General Chemistry Tests Designed to Discourage Guessing

    Science.gov (United States)

    Campbell, Mark L.

    2015-01-01

    Multiple-choice exams, while widely used, are necessarily imprecise due to the contribution of the final student score due to guessing. This past year at the United States Naval Academy the construction and grading scheme for the department-wide general chemistry multiple-choice exams were revised with the goal of decreasing the contribution of…

  8. On English Locative Subjects

    Directory of Open Access Journals (Sweden)

    Gabriela Brůhová

    2017-07-01

    Full Text Available The paper analyses English sentences with thematic locative subjects. These subjects were detected as translation counterparts of Czech sentenceinitial locative adverbials realized by prepositional phrases with the prepositions do (into, na (on, v/ve (in, z/ze (from complemented by a noun. In the corresponding English structure, the initial scene-setting adverbial is reflected in the thematic subject, which results in the locative semantics of the subject. The sentences are analysed from syntactic, semantic and FSP aspects. From the syntactic point of view, we found five syntactic patterns of the English sentences with a locative subject (SV, SVA, SVO, SVpassA and SVCs that correspond to Czech sentences with initial locative adverbials. On the FSP level the paper studies the potential of the sentences to implement the Presentation or Quality Scale. Since it is the “semantic content of the verb that actuates the presentation semantics of the sentence” (Duškova, 2015a: 260, major attention is paid to the syntactic-semantic structure of the verb. The analysis of the semantics of the English sentences results in the identification of two semantic classes of verbs which co-occur with the English locative subject.

  9. From 'essay' to 'personal text': The role of genre in Norwegian EFL exam papers 1996-2011

    Directory of Open Access Journals (Sweden)

    Sigrid Ørevik

    2012-12-01

    Full Text Available Introduction This article investigates developments in the use of genre in Norwegian EFL exam papers for first year upper secondary school during the time period from 1996 to 2011, describing genres rendered in texts for reception (attached text material and texts for production (task options in the main exam assignment in the two curriculum periods Reform 94 and the Knowledge Promotion of 2006. Genre-related patterns are identified and compared, and the aspect of multimodality in texts for reception and production in EFL exams is discussed. Material and method Sixteen exam papers from 1996 to 2011 constitute the corpus material of the study. Genres rendered in attached text material are categorized, as well as specified and inferred genre instructions in the chief assignment for text production. The study employs a mixed method combining quantitative and qualitative analyses. Findings The results show significant changes in genres rendered in texts for reception. A few computer-generated genres are observed in the last curriculum period; but no increase in multimodal texts from R94 to LK06 is observed. The range of genres for production remains largely unchanged through the period of investigation, although the distribution among the genres changes. Moreover, genre instructions in text assignments are, to a certain extent, unclear or mixed in both curriculum periods, although more so in R94 than in LK06. Discussion and conclusion Based on these findings the article suggests further investigation and debate concerning genre awareness connected to EFL exams, among education authorities as well as among teachers and students of English.

  10. Differences in exam performance between pupils attending selective and non-selective schools mirror the genetic differences between them

    Science.gov (United States)

    Smith-Woolley, Emily; Pingault, Jean-Baptiste; Selzam, Saskia; Rimfeld, Kaili; Krapohl, Eva; von Stumm, Sophie; Asbury, Kathryn; Dale, Philip S.; Young, Toby; Allen, Rebecca; Kovas, Yulia; Plomin, Robert

    2018-03-01

    On average, students attending selective schools outperform their non-selective counterparts in national exams. These differences are often attributed to value added by the school, as well as factors schools use to select pupils, including ability, achievement and, in cases where schools charge tuition fees or are located in affluent areas, socioeconomic status. However, the possible role of DNA differences between students of different schools types has not yet been considered. We used a UK-representative sample of 4814 genotyped students to investigate exam performance at age 16 and genetic differences between students in three school types: state-funded, non-selective schools (`non-selective'), state-funded, selective schools (`grammar') and private schools, which are selective (`private'). We created a genome-wide polygenic score (GPS) derived from a genome-wide association study of years of education (EduYears). We found substantial mean genetic differences between students of different school types: students in non-selective schools had lower EduYears GPS compared to those in grammar (d = 0.41) and private schools (d = 0.37). Three times as many students in the top EduYears GPS decile went to a selective school compared to the bottom decile. These results were mirrored in the exam differences between school types. However, once we controlled for factors involved in pupil selection, there were no significant genetic differences between school types, and the variance in exam scores at age 16 explained by school type dropped from 7% to <1%. These results show that genetic and exam differences between school types are primarily due to the heritable characteristics involved in pupil admission.

  11. Indicação de exames pré-operatórios segundo critérios clínicos: necessidade de supervisão

    Directory of Open Access Journals (Sweden)

    Aline Pallaoro Garcia

    2014-01-01

    Full Text Available Justificativa e objetivos: a solicitação indiscriminada de exames complementares na avaliação pré-anestésica é comum na prática clínica e implica custos adicionais e a possibilidade de resultados falso-positivos. Os objetivos desta pesquisa foram analisar se os exames pré-operatórios em cirurgias eletivas são solicitados segundo critério clínico e avaliar os custos desnecessários para a instituição. Métodos: foram avaliadas as solicitações de exames pré-operatórios em pacientes adultos submetidos a cirurgias eletivas não cardíacas. Os exames foram solicitados pelos cirurgiões, conforme protocolo do Serviço de Anestesia. Foram avaliados dados demográficos, estado físico, comorbidades e tipo de exame complementar solicitado. Os exames feitos foram comparados com os exames indicados. O custo dos exames foi baseado na tabela Datasus. Resultados: foram avaliados 1.063 pacientes. Verificou-se que 41,9% dos exames feitos nos pacientes classificados como ASA I não estavam indicados. No grupo de risco ASA II foram feitos 442 exames (17,72% sem necessidade. Perceberam-se elevadas porcentagens na solicitação de hemograma, creatinina, coagulograma, raios X de tórax e ECG nos grupos ASA I-II. Apenas 40 (5,25% dos exames feitos no grupo ASA III não estavam indicados. Nos pacientes do grupo ASA IV, 22,5% dos exames necessários não foram feitos. Ressalta-se uma economia anual de 13% (R$1.923,13 caso os exames fossem feitos conforme o protocolo. Conclusões: os exames pré-operatórios nem sempre são solicitados de acordo com critérios clínicos, o que resulta em maiores custos para a instituição.

  12. The feasibility of a regional CTDIvol to estimate organ dose from tube current modulated CT exams

    International Nuclear Information System (INIS)

    Khatonabadi, Maryam; Kim, Hyun J.; Lu, Peiyun; McMillan, Kyle L.; Cagnon, Chris H.; McNitt-Gray, Michael F.; DeMarco, John J.

    2013-01-01

    Purpose: In AAPM Task Group 204, the size-specific dose estimate (SSDE) was developed by providing size adjustment factors which are applied to the Computed Tomography (CT) standardized dose metric, CTDI vol . However, that work focused on fixed tube current scans and did not specifically address tube current modulation (TCM) scans, which are currently the majority of clinical scans performed. The purpose of this study was to extend the SSDE concept to account for TCM by investigating the feasibility of using anatomic and organ specific regions of scanner output to improve accuracy of dose estimates. Methods: Thirty-nine adult abdomen/pelvis and 32 chest scans from clinically indicated CT exams acquired on a multidetector CT using TCM were obtained with Institutional Review Board approval for generating voxelized models. Along with image data, raw projection data were obtained to extract TCM functions for use in Monte Carlo simulations. Patient size was calculated using the effective diameter described in TG 204. In addition, the scanner-reported CTDI vol (CTDI vol,global ) was obtained for each patient, which is based on the average tube current across the entire scan. For the abdomen/pelvis scans, liver, spleen, and kidneys were manually segmented from the patient datasets; for the chest scans, lungs and for female models only, glandular breast tissue were segmented. For each patient organ doses were estimated using Monte Carlo Methods. To investigate the utility of regional measures of scanner output, regional and organ anatomic boundaries were identified from image data and used to calculate regional and organ-specific average tube current values. From these regional and organ-specific averages, CTDI vol values, referred to as regional and organ-specific CTDI vol , were calculated for each patient. Using an approach similar to TG 204, all CTDI vol values were used to normalize simulated organ doses; and the ability of each normalized dose to correlate with

  13. EXAME PRÉ-PARTICIPAÇÃO ESPORTIVA E O PAR-Q, EM PRATICANTES DE ACADEMIAS

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    Ingryd Maturo Andreazzi

    Full Text Available RESUMO Introdução: O Brasil tem o maior número de academias do mundo (cerca de 20 mil e aproximadamente de 3,6 milhões de brasileiros praticam atividade física nesses locais. Torna-se necessária uma padronização da triagem de praticantes de academia a fim de reduzir ao máximo o risco de morte súbita e outras morbidades associadas ao exercício físico. Objetivo: Comparar o Questionário de Prontidão para Atividade Física (Physical Activity Readiness Questionnaire, PAR-Q com o exame físico pré-participação esportiva na detecção de risco à saúde em praticantes de academia. Métodos: Estudo transversal, realizado nas cidades de São Bernardo do Campo e Guarulhos, São Paulo, Brasil. Foram avaliados 50 indivíduos, de ambos os sexos, entre 18 e 35 anos que iniciariam atividades físicas. Realizou-se anamnese, exame físico geral e ortopédico, teste de flexibilidade e o PAR-Q. As variáveis quantitativas foram analisadas pela média, desvio padrão e porcentagens. A comparação das variáveis contínuas com distribuição normal foi feita pelo teste t e a comparação das variáveis qualitativas, pelo teste do qui-quadrado ou teste exato de Fisher. Fixou-se em 5% a hipótese de nulidade. Resultados: O PAR-Q foi positivo em 20% dos entrevistados, assemelhando-se aos dados da anamnese, em que 28% relataram alguma doença. O questionário teve associação positiva em indivíduos que faziam uso de medicação (p = 0,001, história familiar de hipertensão arterial sistêmica (p = 0,001 e antecedentes de cirurgia (p = 0,03. Os participantes com PAR-Q positivo tiveram os maiores valores de índice de massa corpórea, pressão arterial sistólica e diastólica, mas a diferença não foi estatisticamente significante. O PAR-Q não foi capaz detectar morbidades clínicas como: asma (8%, dislipidemia (4%, hipotireoidismo (2%, tabagismo (8% e cirurgias prévias (40%. O exame abdominal e cardiopulmonar estava alterado em quatro

  14. Interaction, transference, and subjectivity

    DEFF Research Database (Denmark)

    Lundgaard Andersen, Linda

    2012-01-01

    Fieldwork is one of the important methods in educational, social, and organisational research. In fieldwork, the researcher takes residence for a shorter or longer period amongst the subjects and settings to be studied. The aim of this is to study the culture of people: how people seem to make...... sense of their lives and which moral, professional, and ethical values seem to guide their behaviour and attitudes. In fieldwork, the researcher has to balance participation and observation in her attempts at representation. Consequently, the researcher’s academic and life-historical subjectivity...... is also subjected to psychodynamic processes. In this article, I draw upon a number of research inquiries to illustrate how psychodynamic processes influence research processes: data production, research questions and methodology, relations to informants, as well as interpretation and analysis. I further...

  15. Dominant and opponent relations in cortical function: An EEG study of exam performance and stress

    Directory of Open Access Journals (Sweden)

    Lucia P. Pavlova

    2017-12-01

    Full Text Available This paper analyzes the opponent dynamics of human motivational and affective processes, as conceptualized by RS Solomon, from the position of AA Ukhtomsky’s neurophysiological principle of the dominant and its applications in the field of human electroencephalographic analysis. As an experimental model, we investigate the dynamics of cortical activity in students submitting university final course oral examinations in naturalistic settings, and show that successful performance in these settings depends on the presence of specific types of cortical activation patterns, involving high indices of left-hemispheric and frontal cortical dominance, whereas the lack thereof predicts poor performance on the task, and seems to be associated with difficulties in the executive regulation of cognitive (intellectual and motivational processes in these highly demanding and stressful conditions. Based on such knowledge, improved educational and therapeutic interventions can be suggested which take into account individual variability in the neurocognitive mechanisms underlying adaptation to motivationally and intellectually challenging, stressful tasks, such as oral university exams. Some implications of this research for opponent-process theory and its closer integration into current neuroscience research on acquired motivations are discussed.

  16. Sleep Patterns and Academic Performance During Preparation for College Entrance Exam in Chinese Adolescents.

    Science.gov (United States)

    Wang, Guanghai; Ren, Fen; Liu, Zhijun; Xu, Guangxing; Jiang, Fan; Skora, Elizabeth; Lewin, Daniel S

    2016-04-01

    Deficient sleep is linked to detrimental outcomes in health and school performance for adolescents. This study characterized sleep patterns in Chinese adolescents preparing for the College Entrance Exam (CEE) and evaluated the association between sleep patterns, self-rated academic performance, and the CEE scores. A sample of 481 Chinese adolescents in 12th grade (ages 16-19 years) completed questionnaires about sleep patterns, academic performance, academic stress, and sociodemographic factors 4-6 weeks before the CEE in June 2013. The CEE scores for each student also were obtained. A total of 21% of the students had bedtimes after 12:00 am, 78.3% had sleep latency longer than 30 minutes, 14.6% had wake time earlier than 6:00 am, and the vast majority (94.4%) had sleep duration less than 8 hours. After adjusting for selected confounders such as academic stress, prolonged sleep latency was associated with poorer self-reported academic performance, and late bedtime was associated with higher CEE score. Our findings highlight the complex association between sleep and academic performance. Assessing and monitoring sleep patterns in adolescents during periods of high academic demand and stress may yield important recommendations for their health and safety as well as establishing optimal sleep and study habits. © 2016, American School Health Association.

  17. Pathologic C-spine fracture with low risk mechanism and normal physical exam.

    Science.gov (United States)

    Hunter, Andrew; McGreevy, Jolion; Linden, Judith

    2017-09-01

    Cervical spinal fracture is a rare, but potentially disabling complication of trauma to the neck. Clinicians often rely on clinical decision rules and guidelines to decide whether or not imaging is necessary when a patient presents with neck pain. Validated clinical guidelines include the Canadian C-Spine Rule and the Nexus criteria. Studies suggest that the risks of a pathologic fracture from a simple rear end collision are negligible. We present a case of an individual who presented to an emergency department (ED) after a low speed motor vehicle collision complaining of lateral neck pain and had multiple subsequent visits for the same complaint with negative exam findings. Ultimately, he was found to have a severely pathologic cervical spine fracture with notable cord compression. Our objective is to discuss the necessity to incorporate clinical decision rules with physician gestalt and the need to take into account co-morbidities of a patient presenting after a minor MVC. Copyright © 2017 Elsevier Inc. All rights reserved.

  18. Music-Based Magnetic Resonance Fingerprinting to Improve Patient Comfort During MRI Exams

    Science.gov (United States)

    Ma, Dan; Pierre, Eric Y.; Jiang, Yun; Schluchter, Mark D.; Setsompop, Kawin; Gulani, Vikas; Griswold, Mark A.

    2015-01-01

    Purpose The unpleasant acoustic noise is an important drawback of almost every magnetic resonance imaging scan. Instead of reducing the acoustic noise to improve patient comfort, a method is proposed to mitigate the noise problem by producing musical sounds directly from the switching magnetic fields while simultaneously quantifying multiple important tissue properties. Theory and Methods MP3 music files were converted to arbitrary encoding gradients, which were then used with varying flip angles and TRs in both 2D and 3D MRF exam. This new acquisition method named MRF-Music was used to quantify T1, T2 and proton density maps simultaneously while providing pleasing sounds to the patients. Results The MRF-Music scans were shown to significantly improve the patients' comfort during the MRI scans. The T1 and T2 values measured from phantom are in good agreement with those from the standard spin echo measurements. T1 and T2 values from the brain scan are also close to previously reported values. Conclusions MRF-Music sequence provides significant improvement of the patient's comfort as compared to the MRF scan and other fast imaging techniques such as EPI and TSE scans. It is also a fast and accurate quantitative method that quantifies multiple relaxation parameter simultaneously. PMID:26178439

  19. AAA application in diagnosis exams in a large public hospital, RS, Brazil

    International Nuclear Information System (INIS)

    Bacelar, A.; Ferret, A.A.; Vanni, S.; Galhardi, M.P.; Lykawka, R.

    2013-01-01

    Objective: the initiative AAA - Awareness , Appropriateness and Audit , promotes consciousness ( Awareness) , fitness ( Appropriateness ) and Audit ( Audit) . This paper analyzes the application of the concept in the AAA requests and justifications examinations using ionizing radiation within a large public hospital. Materials and methods: we collected and analyzed data between the years 2011 and 2012, concerning the number of exams performed with the use of radiation and their justifications. After, we sought to raise awareness of the clinical team through training on the risks and benefits of the various modalities of the radiology department and the need to justify the use of ionizing radiation on health. After the data were collected again of test requests for verification of the effectiveness of training. Results: the mean requests that need to be appropriate to the AAA in the last quarter of 2011 was 75 % lower than the average demands of the first quarter, matched against the last two months of 2012 increased by up to four times the number requests that require improvements in relation to the excellent results obtained in July 2012. Conclusion: it is shown in this paper the need of implementing this initiative AAA continuously added to the clinical staff awareness about the risk of the use of ionizing radiation, the appropriateness of the requests of these tests , as well as the control of this process in order to optimize use of ionizing radiation on health

  20. Celebridade, Empreendedora e Estética: Representações das Feminidades na Revista Exame

    Directory of Open Access Journals (Sweden)

    Renata Monteiro Martins

    2017-08-01

    Full Text Available Nosso objetivo é analisar as representações veiculadas na mídia sobre as mulheres no mercado de trabalho, sob a perspectiva do pós-feminismo. Para isso, realizamos uma pesquisa documental na versão eletrônica da Revista Exame, utilizando o método de análise semiótica, conforme proposto por Peirce (2008. Os resultados apontam que, nas representações da revista analisada, as mulheres ocupam diferentes posições dentro das organizações, sendo aquelas bem-sucedidas representadas por mulheres brancas, de classe alta e que, ainda, são vistas como modelos a serem seguidos por aquelas que desempenham funções subalternas. Os resultados apontam ainda que, apesar de encontrar mulheres que conquistaram cargos de alto escalão, a maioria delas lida com a discriminação de gênero e a dupla jornada de trabalho.