137 resultados para lab course
Resumo:
Objectives: Via an international panel of experts, this paper attempts to document, review, interpret, and propose operational definitions used to describe the course of bipolar disorders for worldwide use, and to disseminate consensus opinion, supported by the existing literature, in order to better predict course and treatment outcomes. Methods: Under the auspices of the International Society for Bipolar Disorders, a task force was convened to examine, report, discuss, and integrate findings from the scientific literature related to observational and clinical trial studies in order to reach consensus and propose terminology describing course and outcome in bipolar disorders. Results: Consensus opinion was reached regarding the definition of nine terms (response, remission, recovery, relapse, recurrence, subsyndromal states, predominant polarity, switch, and functional outcome) commonly used to describe course and outcomes in bipolar disorders. Further studies are needed to validate the proposed definitions. Conclusion: Determination and dissemination of a consensus nomenclature serve as the first step toward producing a validated and standardized system to define course and outcome in bipolar disorders in order to identify predictors of outcome and effects of treatment. The task force acknowledges that there is limited validity to the proposed terms, as for the most part they represent a consensus opinion. These definitions need to be validated in existing databases and in future studies, and the primary goals of the task force are to stimulate research on the validity of proposed concepts and further standardize the technical nomenclature.
Resumo:
ABSTRACT
Background
Predominant polarity (PP) is a proposed course specifier for bipolar disorder, which was not incorporated in the DSM-5 as a descriptor for the nosology of bipolar disorder (BD). Here we perform a systematic review of original studies about PP.
Methods
A computerized search of MEDLINE/Pubmed, EMBASE and Web of Science databases from inception to October 6th, 2013 was performed with keywords, including ‘bipolar disorder’, ‘polarity’ and ‘predominant polarity’.
Results
A total of 19 studies met inclusion criteria. A unifying definition and conceptualization for PP is lacking. A PP is found in approximately half of BD patients. Most studies that included type I BD patients found the manic PP to be more prevalent, while studies that included type II BD participants found a higher prevalence of depressive PP. The depressive PP has been consistently associated with a depressive onset of illness, a delayed diagnosis of BD, type II BD and higher rates of suicidal acts. The manic PP is associated with a younger onset of illness, a first episode manic/psychotic and a higher rate of substance abuse. Evidence suggests that PP may influence responses to acute treatment for bipolar depression. Furthermore, evidences indicate that PP should be considered for the selection of maintenance treatments for BD.
Limitations
There are few prospective studies on PP. There were disparate definitions for PP across studies.
Conclusions
The concept of PP provides relevant information for clinicians. Future studies should investigate the genetic and biological underpinnings of PP.
Resumo:
Background. The course of bipolar disorder progressively worsens in some patients. Although responses to pharmacotherapy appear to diminish with greater chronicity, less is known about whether patients' prior courses of illness are related to responses to psychotherapy.
Resumo:
BACKGROUNDUndergraduate Civil Engineering Course at Deakin University, Australia is relatively a new course. It graduated its second main cohort in 2013. Since its beginning in 2012, this study has been running an internal annual Course Experience Surveys targeted at uncovering the graduating students’ perceptions on three components of contemporary learning system provided by Deakin University learning design, learning environment and the human factor. Learning design covers the learning curriculum, learning resources, learning activities and learning supports; learning environment includes physical environment, virtual environment and psychosocial environment; and human factor includes learners, facilitators/teachers and help/support staff and their culture. There is a common agreement among educators in higher education that these three components of learning system should interact and complement each other in order to maximise student learning. This paper coversonly learning design aspect of the overall surveys from 2012 and 2013.PURPOSEThe aim of this study is to analyse the students’ perceptions of learning design provided by Deakin University to its undergraduate civil engineering students in 2012 and 2013. This will help track down the progresses in different aspects of learning design and to understand whether the learning design provided by the institution have actually helped students in their learning and met their learning expectations.DESIGN/METHODThis study adopts questionnaire approach to collect original data by asking students about their perceptions of learning design provided by the institution. 5-point Likert-scale questionnaire survey (strongly disagree, disagree, neutral, agree, strongly agree) is developed and responses are collected. The responses are then statistically analysed in order to uncover the students’ perceptions of learning design provided by the university.RESULTSThe statistical analysis shows that the graduating students in both 2012 and 2013 did not perceive some important aspects of the learning design of the undergraduate civil engineering program/course as good as they expected. Moreover, in line with the shift in the learning design paradigm from content-centric to more inclusive learning design where soft skills, self-directed learning skills and research skills are incorporated, graduating students clearly perceived these changes. However, respondents’ perceptions on some components of learning design got slightly down in 2013 compared with 2012 particularly the ‘learning resources’, ‘learning activities’ and ‘learning supports’.CONCLUSIONSThe shift in the learning design paradigm of the undergraduate civil engineering program/course at Deakin University from teacher-centric to student-centric between 2012 and 2013 has not been perceived by students positively as expected. Students have clearly indicated that they prefer improved curriculum, quality learning resources, customised learning activities and additional learning supports in order to successfully implement student-centric learning design.
Resumo:
Liquid marbles exhibit great potential for use as miniature labs for small-scale laboratory operations, such as experiment and measurement. While important progress has been made recently in exploring their applications as microreactions, “on-line“ measurement of the components inside the liquid still remains a challenge. Herein, it is demonstrated that “on-line“ detection can be realized on magnetic liquid marbles by taking advantage of their unique magnetic opening feature. By partially opening the particle shell, electrochemical measurement is carried out with a miniaturized three-electrode probe and the application of this technique for quantitative measurement of dopamine is demonstrated. Fully opened magnetic liquid marble makes it feasible to detect the optical absorbance of the liquid in a transmission mode. With this optical method, a glucose assay is demonstrated. Moreover, when magnetic particle shell contains low melting point material, e.g., wax, the liquid marble shows a unique encapsulation ability to form a rigid shell after heating, which facilitates the storage of the non-volatile ingredients. These unique features, together with the versatile use as microreactors, enable magnetic liquid marbles to function as a miniature lab (or called “lab in a droplet“), which may find applications in clinical diagnostics, biotechnology, chemical synthesis, and analytical chemistry.
The impact of increasing course enrolment on student evaluation of teaching in engineering education
Resumo:
Student evaluation of teaching (SET) is important, commonplace and may be used in staff performance management. The SET literature suggests that class size is a negative systematic influence on SET ratings. In this paper we investigate time-series SET data from a large first-year engineering class where a decline in SET ratings was observed over time as course enrolment increased. We observe a negative halo effect of increasing class size on mean SET ratings and conclude that increasing course enrolment leads to a significant reduction in all mean SET ratings, even when the course learning design remains essentially unchanged. We also find an additional differential effect of increasing course enrolment on mean SET ratings. We observe that the marginal reduction in mean SET ratings for each additional student in the course enrolment is greater for those aspects of the student learning experience that are likely to be most directly impacted by increasing class size. We provide implications for practice from these findings.
Resumo:
On-line education in engineering has attracted a great deal of interest in recent years. One of the difficulties faced in an on-line engineering program is how to ensure effective communication between lecturers and students, and among the students themselves.Techniques common ten years ago such as email, lecture notes posted to websites, and telephone conversations, are now seen as archaic when compared with opportunities offered by more modern communication technologies, such as real-time web-conferencing.We present our efforts to use the web-conferencing software Elluminate-Live! for delivering tutorials, discussion classes, and even laboratory practicals to groups of students studying engineering off-campus, including students posted overseas. Examples are given from two disciplines. We then compare student feedback across all engineering subjects over the years 2012-2013. Our results show that students welcome web-conferencing as a very effectivemeans to deliver classes to distance students and improve their learning experience.
Resumo:
This article describes the manufacturing and characterisation of plano-convex miniaturised lenses using a CO2 laser engraving process in PMMA substrates. The technique allows for lenses to be fabricated rapidly and in a reproducible manner at depths of over 200 µm and for lens diameters of more than 3 mm. Experimental characterisation of the lens focal lengths shows good correlation with theory. The plano-convex lenses have been successfully embedded into capillary microfluidic systems alongside planar microlenses, allowing for a significant reduction of ancillary optics without a loss of detection sensitivity when performing fluorescence measurements. Such technology provides a significant step forward towards the portability of fluorescence- or luminescence-based systems for biological/chemical analysis.