HIV-pikatestien testaus ja tulosten vertaaminen rutiinidiagnostiikan testituloksiin

Teimme opinnäytetyömme Helsingin ja Uudenmaan sairaanhoitopiirin laboratorion eli HUSLABin virologian osastolla hiv- hepatiittityöpisteessä. Työn tavoitteena oli selvittää kuinka luotettavia immunokromatografiset HIV-pikatestit ovat. Testasimme kolmea eri HIV-pikatestiä ja vertasimme niistä saatuja tuloksia virologian osaston rutiinidiagnostiikan tuloksiin. Pikatestit olivat Determine HIV - 1/2 (Abbott), CORE HIV 1&2 (Core Diagnostics) ja IMMUNOFLOW HIV 1-HIV2 (Core Diagnostics). Testasimme 100 seeruminäytettä jokaisella kolmella HIV-pikatestillä. Näytteistä vahvoja positiivisia oli 20, tuoreita tartuntoja 20, vääriä reaktiivisia 20 ja negatiivisia 40. Tulosten käsittelyssä käytimme SPSS ja Excel -ohjelmia. Tuloksiemme perusteella kaikkien HIV-pikatestien spesifisyys oli parempi kuin niiden sensitiivisyys. HIV-pikatestit eivät antaneet täysin luotettavia tuloksia. HIV-pikatestit eivät välttämättä havaitse tuoreita infektioita ja tämän takia saattaisi tulla vääriä diagnooseja. HIV-pikatestit saattavat myös antaa vääriä positiivisia tuloksia. Testin luotettavuus on hyvä, jos testataan pitkälle edenneitä HIV-infektioita, joissa vasta-aineet ovat korkeita. Tulosten perusteella rutiinidiagnostiikan testeillä HIV-infektio saadaan paremmin diagnosoitua kuin HIV-pikatesteillä. Suomessa ei mielestämme ole tarpeellista käyttää HIV-pikatestejä, sillä laboratoriotekniikka on hyvin kehittynyttä ja välimatkat lyhyitä. Suuren HIV-prevalenssin maissa HIV-pikatestit olisivat mielestämme hyödyllisiä, jotta mahdollisimman moni saataisiin testattua.

Stuka (Plastyka, Muzyka): una veu a favor de l'educació a través de l'art

Traducció comentada del pròleg d¿un llibre on la seva autora, amb motiu de presentar les propostes dels seus estudiants sobre activitats integrades de plàstica i música per a l¿escola i l'institut, ens parla de la necessitat d¿activar la situació creadora en els individus per millorar el seu excel-lent procés educatiu, a la manera com ho feien els antics.

Ferramentas alternativas para monitoramento e mapeamento automatizado do conhecimento

A análise da informação é uma excelente estratégia para monitoramento, pesquisa e desenvolvimento em todos os ramos do conhecimento. O objetivo primordial deste trabalho foi consolidar um método alternativo empregando ferramentas eletrônicas na realização do monitoramento automatizado da informação e em sua análise bibliométrica. O trabalho foi desenvolvido tendo como suporte a base Web of Science, do Institute for Scientific Information (ISI), e o uso de softwar como Word, Excel, Reference Manager e Origin. A título de exemplo, aplicamos o método à área de desenvolvimento de produtos, obtendo como resultados uma lista de descritores, a relação dos periódicos mais importantes da área, os autores mais produtivos e uma indicação das parcerias mais freqüentes entre eles.

Análisis de citación de la revista Ciência da Informação del Ibict

Esta investigación estudia el análisis de citaciones utilizadas por los autores que publican dentro de la revista Ciência da Informação, de donde fueron recuperados 278 artículos científicos en el periodo de 1995 a 2003. En relación al método, utilizamos un fichero en Excel para cuantificar los datos, donde dividimos por género de citas bibliográficas. Se han aplicado técnicas cuantitativas de investigación para analizar las citas de las revistas utilizadas, trabajando con el factor de impacto de las revistas ISI y algunas del SciELO. Otro aspecto fue analizar las citas de libros, tesis, actas de congresos, documentos electrónicos y comunicaciones, que son una fuente fundamental en la confección de un trabajo científico. Posteriormente se investigaron las relaciones y la colaboración institucional de los autores que publican dentro de la revista Ciência da Informação, utilizando el programa Pajek. Y por fin observamos la relación entre las palabras-clave empleadas por los autores que publicaron en la revista, con las temáticas de revistas indizadas en ISI, SciELO y Latindex. Para las conclusiones, destacamos que el mejor periodo de las citas utilizadas fue de 1996 hasta 1998, con una fuerte presencia de revistas ISI y de la propia revista Ciência da Informação.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

The connectome viewer toolkit: an open source framework to manage, analyze, and visualize connectomes.

Advanced neuroinformatics tools are required for methods of connectome mapping, analysis, and visualization. The inherent multi-modality of connectome datasets poses new challenges for data organization, integration, and sharing. We have designed and implemented the Connectome Viewer Toolkit - a set of free and extensible open source neuroimaging tools written in Python. The key components of the toolkit are as follows: (1) The Connectome File Format is an XML-based container format to standardize multi-modal data integration and structured metadata annotation. (2) The Connectome File Format Library enables management and sharing of connectome files. (3) The Connectome Viewer is an integrated research and development environment for visualization and analysis of multi-modal connectome data. The Connectome Viewer's plugin architecture supports extensions with network analysis packages and an interactive scripting shell, to enable easy development and community contributions. Integration with tools from the scientific Python community allows the leveraging of numerous existing libraries for powerful connectome data mining, exploration, and comparison. We demonstrate the applicability of the Connectome Viewer Toolkit using Diffusion MRI datasets processed by the Connectome Mapper. The Connectome Viewer Toolkit is available from http://www.cmtk.org/

ConnectomeViewer - Multi-Modal Multi-Level Network Visualization and Analysis.

Introduction: The field of Connectomic research is growing rapidly, resulting from methodological advances in structural neuroimaging on many spatial scales. Especially progress in Diffusion MRI data acquisition and processing made available macroscopic structural connectivity maps in vivo through Connectome Mapping Pipelines (Hagmann et al, 2008) into so-called Connectomes (Hagmann 2005, Sporns et al, 2005). They exhibit both spatial and topological information that constrain functional imaging studies and are relevant in their interpretation. The need for a special-purpose software tool for both clinical researchers and neuroscientists to support investigations of such connectome data has grown. Methods: We developed the ConnectomeViewer, a powerful, extensible software tool for visualization and analysis in connectomic research. It uses the novel defined container-like Connectome File Format, specifying networks (GraphML), surfaces (Gifti), volumes (Nifti), track data (TrackVis) and metadata. Usage of Python as programming language allows it to by cross-platform and have access to a multitude of scientific libraries. Results: Using a flexible plugin architecture, it is possible to enhance functionality for specific purposes easily. Following features are already implemented: * Ready usage of libraries, e.g. for complex network analysis (NetworkX) and data plotting (Matplotlib). More brain connectivity measures will be implemented in a future release (Rubinov et al, 2009). * 3D View of networks with node positioning based on corresponding ROI surface patch. Other layouts possible. * Picking functionality to select nodes, select edges, get more node information (ConnectomeWiki), toggle surface representations * Interactive thresholding and modality selection of edge properties using filters * Arbitrary metadata can be stored for networks, thereby allowing e.g. group-based analysis or meta-analysis. * Python Shell for scripting. Application data is exposed and can be modified or used for further post-processing. * Visualization pipelines using filters and modules can be composed with Mayavi (Ramachandran et al, 2008). * Interface to TrackVis to visualize track data. Selected nodes are converted to ROIs for fiber filtering The Connectome Mapping Pipeline (Hagmann et al, 2008) processed 20 healthy subjects into an average Connectome dataset. The Figures show the ConnectomeViewer user interface using this dataset. Connections are shown that occur in all 20 subjects. The dataset is freely available from the homepage (connectomeviewer.org). Conclusions: The ConnectomeViewer is a cross-platform, open-source software tool that provides extensive visualization and analysis capabilities for connectomic research. It has a modular architecture, integrates relevant datatypes and is completely scriptable. Visit www.connectomics.org to get involved as user or developer.

On the relationship between performance-approach goals and cognitive performance : when the desire to outperform others becomes interfering

Cette thèse explore dans quelle mesure la poursuite d'un but de performance-approche (i.e., le désir de surpasser autrui et de démontrer ses compétences) favorise, ou au contraire endommage, la réussite et l'apprentissage-une question toujours largement débattue dans la littérature. Quatre études menées en laboratoire ont confirmé cette hypothèse et démontré que la poursuite du but de performance-approche amène les individus à diviser leur attention entre d'une part la réalisation de la tâche évaluée, et d'autre part la gestion de préoccupations liées à l'atteinte du but-ceci empêchant une concentration efficace sur les processus de résolution de la tâche. Dans une deuxième ligne de recherche, nous avons ensuite démontré que cette distraction est exacerbée chez les individus les plus performants et ayant le plus l'habitude de réussir, ceci dérivant d'une pression supplémentaire liée au souhait de maintenir le statut positif de « bon élève ». Enfin, notre troisième ligne de recherche a cherché à réconcilier ces résultats-pointant l'aspect distractif du but de performance-approche-avec le profil se dégageant des études longitudinales rapportées dans la littérature-associant ce but avec la réussite académique. Ainsi, nous avons mené une étude longitudinale testant si l'adoption du but de performance-approche en classe pourrait augmenter la mise en oeuvre de stratégies d'étude tactiquement dirigées vers la performance-favorisant une réussite optimale aux tests. Nos résultats ont apporté des éléments en faveur de cette hypothèse, mais uniquement chez les élèves de bas niveau. Ainsi, l'ensemble de nos résultats permet de mettre en lumière les processus cognitifs à l'oeuvre lors de la poursuite du but de performance-approche, ainsi que d'alimenter le débat concernant leur aspect bénéfique ou nuisible en contexte éducatif. -- In this dissertation, we propose to investigate whether the pursuit of performance-approach goals (i.e., the desire to outperform others and appear talented) facilitates or rather endangers achievement and learning-an issue that is still widely discussed in the achievement goal literature. Four experiments carried out in a laboratory setting have provided evidence that performance- approach goals create a divided-attention situation that leads cognitive resources to be divided between task processing and the activation of goal-attainment concerns-which jeopardizes full cognitive immersion in the task. Then, in a second research line, we found evidence that high- achievers (i.e., those individuals who are the most used to succeed) experience, under evaluative contexts, heightened pressure to excel at the task, deriving from concerns associated with the preservation of their "high-achiever" status. Finally, a third research line was designed to try to reconcile results stemming from our laboratory studies with the overall profile emerging from longitudinal research-which have consistently found performance-approach goals to be a positive predictor of students' test scores. We thus set up a longitudinal study so as to test whether students' adoption of performance-approach goals in a long-term classroom setting enhances the implementation of strategic study behaviors tactically directed toward goal-attainment, hence favoring test performance. Our findings brought support for this hypothesis, but only for low-achieving students. Taken together, our findings shed new light on the cognitive processes at play during the pursuit of performance-approach goals, and are likely to fuel the debate regarding whether performance-approach goals should be encouraged or not in educational settings.

Sistema integrado de avaliação de impacto ambiental aplicado a atividades do Novo Rural

O objetivo deste trabalho foi apresentar o sistema de Avaliação Ponderada de Impacto Ambiental de Atividades do Novo Rural (APOIA-NovoRural), que consiste de um conjunto de planilhas eletrônicas (plataforma MS-Excel) que integram 62 indicadores da performance ambiental de uma atividade econômica em um estabelecimento rural. Cinco dimensões de avaliação foram consideradas: ecologia da paisagem, qualidade ambiental (atmosfera, água e solo), valores socioculturais, valores econômicos e gestão e administração. Os indicadores foram construídos em matrizes de ponderação, nas quais dados quantitativos, obtidos em campo e laboratório, foram automaticamente transformados em índices de impacto, expressos graficamente. O índice de impacto de cada indicador foi traduzido a um valor de utilidade, empregando-se funções e coeficientes especificamente derivados para cada indicador. Os valores de utilidade foram agregados para compor o Índice de Impacto Ambiental da atividade avaliada. Os resultados da avaliação permitem ao produtor/administrador averiguar quais atributos da atividade podem estar desconformes com seus objetivos de sustentabilidade e ao tomador de decisões a indicação de medidas de fomento ou controle das atividades, segundo planos de desenvolvimento local; proporcionam, ainda, uma unidade de medida objetiva de impacto para auxiliar na qualificação e certificação de atividades agropecuárias.

Desarrollo de una aplicación informática para la gestión de actividades docentes

Este proyecto consiste en el desarrollo de una aplicación informática que permite gestionar de forma automatizada y consistente los datos requeridos para la actividad docente de un profesor universitario. La aplicación permite gestionar: plan docente, asignaturas, horario docente, calendario de exámenes y proyectos final de carrera. Todas estas opciones tienen las funciones de, agregar, buscar, modificar y eliminar datos. Además tiene otras opciones como calendario docente y webs, cuya finalidad será consultar, de forma directa, páginas web de interés docente. Finalmente, la opción material docente tendrá como finalidad, crear, modificar y eliminar ficheros de diferente formato (word, excel, powerpoint, pdf) asociados a las asignaturas registradas en la aplicación. La aplicación se ha implementado en el sistema operativo Windows en el lenguaje de programación Java. Los datos utilizados se almacenan en la base de datos MySql Workbench. Para las validaciones de entrada de datos se ha utilizado JavaScript y JQuery. El diseño de la interfaz se ha llevado a cabo con Java Server Pages, Html, Css y framework Struts.

Proposição de um modelo matemático para a avaliação do desempenho de sistemas de irrigação

Modelos matemáticos têm sido utilizados para representar a distribuição dos valores de lâmina de água aplicada em uma área irrigada, informação fundamental na avaliação do desempenho de sistemas de irrigação. Apesar dos avanços, ainda não existe um modelo universalmente aceito para a descrição da distribuição dos valores de água desses sistemas. Os objetivos deste trabalho foram propor um modelo matemático para a avaliação do desempenho de sistemas de irrigação e desenvolver um fator de adequação para o cálculo da lâmina bruta a ser aplicada que agregue, em um único indicador, as medidas de uniformidade e de eficiência de aplicação de água da irrigação. Os parâmetros de ajuste do modelo proposto foram determinados por meio da rotina Solver da planilha Excel, e os indicadores de desempenho da irrigação, calculados por meio de expressões matemáticas deduzidas para uso do modelo proposto. Utilizando dados de desempenho da irrigação de um pivô-central, verificou-se que o modelo é apropriado para a análise de desempenho da irrigação e para obtenção do fator de adequação da irrigação desenvolvido, ao englobar indicadores de desempenho necessários à avaliação do sistema, simplificar os procedimentos de análise e permitir o cálculo direto da lâmina de água requerida para irrigação.

Development of Railroad Highway Grade Crossing Consolidation Rating Formula, 2015

The goal of this project was to provide an objective methodology to support public agencies and railroads in making decisions related to consolidation of at-grade rail-highway crossings. The project team developed a weighted-index method and accompanying Microsoft Excel spreadsheet based tool to help evaluate and prioritize all public highway-rail grade crossings systematically from a possible consolidation impact perspective. Factors identified by stakeholders as critical were traffic volume, heavy-truck traffic volume, proximity to emergency medical services, proximity to schools, road system, and out-of-distance travel. Given the inherent differences between urban and rural locations, factors were considered, and weighted, differently, based on crossing location. Application of a weighted-index method allowed for all factors of interest to be included and for these factors to be ranked independently, as well as weighted according to stakeholder priorities, to create a single index. If priorities change, this approach also allows for factors and weights to be adjusted. The prioritization generated by this approach may be used to convey the need and opportunity for crossing consolidation to decision makers and stakeholders. It may also be used to quickly investigate the feasibility of a possible consolidation. Independently computed crossing risk and relative impact of consolidation may be integrated and compared to develop the most appropriate treatment strategies or alternatives for a highway-rail grade crossing. A crossing with limited- or low-consolidation impact but a high safety risk may be a prime candidate for consolidation. Similarly, a crossing with potentially high-consolidation impact as well as high risk may be an excellent candidate for crossing improvements or grade separation. The results of the highway-rail grade crossing prioritization represent a consistent and quantitative, yet preliminary, assessment. The results may serve as the foundation for more rigorous or detailed analysis and feasibility studies. Other pertinent site-specific factors, such as safety, maintenance costs, economic impacts, and location-specific access and characteristics should be considered.

L'aprenentatge de l'anglès a través de l'educació física: el programa 'Mou-te i aprèn'

L'objecte d'estudi d'aquest article és la relació entre l'educació física i l'aprenentatge de la llengua anglesa, per mitjà de l'enfocament educatiu AICLE (CLIL, en anglès), concretat en el programa Mou-te i aprèn. Pel que fa a l'educació física es fonamenta en la metodologia d'instrucció directa: global pura, anàlisi progressiu i anàlisi seqüencial, complementada amb estratègies d'aprenentatge cooperatiu. L'educació física és una forma diferent i excel-lent d'aprendre la llengua. La combinació de les diferents metodologies i tècniques són molt efectives per millorar alhora el llenguatge, la motricitat i la salut.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.