Liver safety assessment: required data elements and best practices for data collection and standardization in clinical trials.

A workshop was convened to discuss best practices for the assessment of drug-induced liver injury (DILI) in clinical trials. In a breakout session, workshop attendees discussed necessary data elements and standards for the accurate measurement of DILI risk associated with new therapeutic agents in clinical trials. There was agreement that in order to achieve this goal the systematic acquisition of protocol-specified clinical measures and lab specimens from all study subjects is crucial. In addition, standard DILI terms that address the diverse clinical and pathologic signatures of DILI were considered essential. There was a strong consensus that clinical and lab analyses necessary for the evaluation of cases of acute liver injury should be consistent with the US Food and Drug Administration (FDA) guidance on pre-marketing risk assessment of DILI in clinical trials issued in 2009. A recommendation that liver injury case review and management be guided by clinicians with hepatologic expertise was made. Of note, there was agreement that emerging DILI signals should prompt the systematic collection of candidate pharmacogenomic, proteomic and/or metabonomic biomarkers from all study subjects. The use of emerging standardized clinical terminology, CRFs and graphic tools for data review to enable harmonization across clinical trials was strongly encouraged. Many of the recommendations made in the breakout session are in alignment with those made in the other parallel sessions on methodology to assess clinical liver safety data, causality assessment for suspected DILI, and liver safety assessment in special populations (hepatitis B, C, and oncology trials). Nonetheless, a few outstanding issues remain for future consideration.

Capitalism in the classroom : the impact of self-enhancement values and normative assessment on student motivation, goals and attitudes towards cheating

Abstract The neo-liberal capitalist ideology has come under heavy fire with anecdotal evidence indicating a link between these same values and unethical behavior. Academic institutions reflect social values and act as socializing agents for the young. Can this explain the high and increasing rates of cheating that currently prevail in education? Our first chapter examines the question of whether self-enhancement values of power and açhievement, the individual level equivalent of neo-liberal capitalist values, predict positive attitudes towards cheating. Furthermore, we explore the mediating role of motivational factors. Results of four studies reveal that self-enhancement value endorsement predicts the adoption of performance-approach goals, a relationship mediated by introjected regulation, namely desire for social approval and that self-enhancement value endorsement also predicts the condoning of cheating, a relationship mediated by performance-approach goal adoption. However, self-transcendence values prescribed by a normatively salient source have the potential to reduce the link between self-enhancement value endorsément and attitudes towards cheating. Normative assessment constitutes a key tool used by academic institutions to socialize young people to accept the competitive, meritocratic nature of a sociéty driven by a neo-liberal capitalist ideology. As such, the manifest function of grades is to motivate students to work hard and to buy into the competing ethos. Does normative assessment fulfill these functions? Our second chapter explores the reward-intrinsic motivation question in the context of grading, arguably a high-stakes reward. In two experiments, the relative capacity of graded high performance as compared to the task autonomy experienced in an ungraded task to predict post-task intrinsic motivation is assessed. Results show that whilst the graded task performance predicts post-task appreciation, it fails to predict ongoing motivation. However, perceived autonomy experienced in non-graded condition, predicts both post-task appreciation and ongoing motivation. Our third chapter asks whether normative assessment inspires the spirit of competition in students. Results of three experimental studies reveal that expectation of a grade for a task, compared to no grade, induces greater adoption of performance-avoidance, but not performance-approach, goals. Experiment 3 provides an explanatory mechanism for this, showing that reduced autonomous motivation experienced in previous graded tasks mediates the relationship between grading and adoption of performance avoidance goals in a subsequent task. The above results, when combined, provide evidence as to the deleterious effects of self enhancement values and the associated practice of normative assessment in school on student motivation, goals and ethics. We conclude by using value and motivation theory to explore solutions to this problem.

Quality assessment of cardiovascular magnetic resonance in the setting of the European CMR registry: description and validation of standardized criteria.

BACKGROUND: Cardiovascular magnetic resonance (CMR) has become an important diagnostic imaging modality in cardiovascular medicine. However, insufficient image quality may compromise its diagnostic accuracy. We aimed to describe and validate standardized criteria to evaluate a) cine steady-state free precession (SSFP), b) late gadolinium enhancement (LGE), and c) stress first-pass perfusion images. These criteria will serve for quality assessment in the setting of the Euro-CMR registry. METHODS: Thirty-five qualitative criteria were defined (scores 0-3) with lower scores indicating better image quality. In addition, quantitative parameters were measured yielding 2 additional quality criteria, i.e. signal-to-noise ratio (SNR) of non-infarcted myocardium (as a measure of correct signal nulling of healthy myocardium) for LGE and % signal increase during contrast medium first-pass for perfusion images. These qualitative and quantitative criteria were assessed in a total of 90 patients (60 patients scanned at our own institution at 1.5T (n=30) and 3T (n=30) and in 30 patients randomly chosen from the Euro-CMR registry examined at 1.5T). Analyses were performed by 2 SCMR level-3 experts, 1 trained study nurse, and 1 trained medical student. RESULTS: The global quality score was 6.7±4.6 (n=90, mean of 4 observers, maximum possible score 64), range 6.4-6.9 (p=0.76 between observers). It ranged from 4.0-4.3 for 1.5T (p=0.96 between observers), from 5.9-6.9 for 3T (p=0.33 between observers), and from 8.6-10.3 for the Euro-CMR cases (p=0.40 between observers). The inter- (n=4) and intra-observer (n=2) agreement for the global quality score, i.e. the percentage of assignments to the same quality tertile ranged from 80% to 88% and from 90% to 98%, respectively. The agreement for the quantitative assessment for LGE images (scores 0-2 for SNR <2, 2-5, >5, respectively) ranged from 78-84% for the entire population, and 70-93% at 1.5T, 64-88% at 3T, and 72-90% for the Euro-CMR cases. The agreement for perfusion images (scores 0-2 for %SI increase >200%, 100%-200%,<100%, respectively) ranged from 81-91% for the entire population, and 76-100% at 1.5T, 67-96% at 3T, and 62-90% for the Euro-CMR registry cases. The intra-class correlation coefficient for the global quality score was 0.83. CONCLUSIONS: The described criteria for the assessment of CMR image quality are robust with a good inter- and intra-observer agreement. Further research is needed to define the impact of image quality on the diagnostic and prognostic yield of CMR studies.

Reliability of methods used for the risk assessment of mixture of micropollutants in aquatic enviromments : from theoretical concepts to field observations

Ces dernières années, de nombreuses recherches ont mis en évidence les effets toxiques des micropolluants organiques pour les espèces de nos lacs et rivières. Cependant, la plupart de ces études se sont focalisées sur la toxicité des substances individuelles, alors que les organismes sont exposés tous les jours à des milliers de substances en mélange. Or les effets de ces cocktails ne sont pas négligeables. Cette thèse de doctorat s'est ainsi intéressée aux modèles permettant de prédire le risque environnemental de ces cocktails pour le milieu aquatique. Le principal objectif a été d'évaluer le risque écologique des mélanges de substances chimiques mesurées dans le Léman, mais aussi d'apporter un regard critique sur les méthodologies utilisées afin de proposer certaines adaptations pour une meilleure estimation du risque. Dans la première partie de ce travail, le risque des mélanges de pesticides et médicaments pour le Rhône et pour le Léman a été établi en utilisant des approches envisagées notamment dans la législation européenne. Il s'agit d'approches de « screening », c'est-à-dire permettant une évaluation générale du risque des mélanges. Une telle approche permet de mettre en évidence les substances les plus problématiques, c'est-à-dire contribuant le plus à la toxicité du mélange. Dans notre cas, il s'agit essentiellement de 4 pesticides. L'étude met également en évidence que toutes les substances, même en trace infime, contribuent à l'effet du mélange. Cette constatation a des implications en terme de gestion de l'environnement. En effet, ceci implique qu'il faut réduire toutes les sources de polluants, et pas seulement les plus problématiques. Mais l'approche proposée présente également un biais important au niveau conceptuel, ce qui rend son utilisation discutable, en dehors d'un screening, et nécessiterait une adaptation au niveau des facteurs de sécurité employés. Dans une deuxième partie, l'étude s'est portée sur l'utilisation des modèles de mélanges dans le calcul de risque environnemental. En effet, les modèles de mélanges ont été développés et validés espèce par espèce, et non pour une évaluation sur l'écosystème en entier. Leur utilisation devrait donc passer par un calcul par espèce, ce qui est rarement fait dû au manque de données écotoxicologiques à disposition. Le but a été donc de comparer, avec des valeurs générées aléatoirement, le calcul de risque effectué selon une méthode rigoureuse, espèce par espèce, avec celui effectué classiquement où les modèles sont appliqués sur l'ensemble de la communauté sans tenir compte des variations inter-espèces. Les résultats sont dans la majorité des cas similaires, ce qui valide l'approche utilisée traditionnellement. En revanche, ce travail a permis de déterminer certains cas où l'application classique peut conduire à une sous- ou sur-estimation du risque. Enfin, une dernière partie de cette thèse s'est intéressée à l'influence que les cocktails de micropolluants ont pu avoir sur les communautés in situ. Pour ce faire, une approche en deux temps a été adoptée. Tout d'abord la toxicité de quatorze herbicides détectés dans le Léman a été déterminée. Sur la période étudiée, de 2004 à 2009, cette toxicité due aux herbicides a diminué, passant de 4% d'espèces affectées à moins de 1%. Ensuite, la question était de savoir si cette diminution de toxicité avait un impact sur le développement de certaines espèces au sein de la communauté des algues. Pour ce faire, l'utilisation statistique a permis d'isoler d'autres facteurs pouvant avoir une influence sur la flore, comme la température de l'eau ou la présence de phosphates, et ainsi de constater quelles espèces se sont révélées avoir été influencées, positivement ou négativement, par la diminution de la toxicité dans le lac au fil du temps. Fait intéressant, une partie d'entre-elles avait déjà montré des comportements similaires dans des études en mésocosmes. En conclusion, ce travail montre qu'il existe des modèles robustes pour prédire le risque des mélanges de micropolluants sur les espèces aquatiques, et qu'ils peuvent être utilisés pour expliquer le rôle des substances dans le fonctionnement des écosystèmes. Toutefois, ces modèles ont bien sûr des limites et des hypothèses sous-jacentes qu'il est important de considérer lors de leur application. - Depuis plusieurs années, les risques que posent les micropolluants organiques pour le milieu aquatique préoccupent grandement les scientifiques ainsi que notre société. En effet, de nombreuses recherches ont mis en évidence les effets toxiques que peuvent avoir ces substances chimiques sur les espèces de nos lacs et rivières, quand elles se retrouvent exposées à des concentrations aiguës ou chroniques. Cependant, la plupart de ces études se sont focalisées sur la toxicité des substances individuelles, c'est à dire considérées séparément. Actuellement, il en est de même dans les procédures de régulation européennes, concernant la partie évaluation du risque pour l'environnement d'une substance. Or, les organismes sont exposés tous les jours à des milliers de substances en mélange, et les effets de ces "cocktails" ne sont pas négligeables. L'évaluation du risque écologique que pose ces mélanges de substances doit donc être abordé par de la manière la plus appropriée et la plus fiable possible. Dans la première partie de cette thèse, nous nous sommes intéressés aux méthodes actuellement envisagées à être intégrées dans les législations européennes pour l'évaluation du risque des mélanges pour le milieu aquatique. Ces méthodes sont basées sur le modèle d'addition des concentrations, avec l'utilisation des valeurs de concentrations des substances estimées sans effet dans le milieu (PNEC), ou à partir des valeurs des concentrations d'effet (CE50) sur certaines espèces d'un niveau trophique avec la prise en compte de facteurs de sécurité. Nous avons appliqué ces méthodes à deux cas spécifiques, le lac Léman et le Rhône situés en Suisse, et discuté les résultats de ces applications. Ces premières étapes d'évaluation ont montré que le risque des mélanges pour ces cas d'étude atteint rapidement une valeur au dessus d'un seuil critique. Cette valeur atteinte est généralement due à deux ou trois substances principales. Les procédures proposées permettent donc d'identifier les substances les plus problématiques pour lesquelles des mesures de gestion, telles que la réduction de leur entrée dans le milieu aquatique, devraient être envisagées. Cependant, nous avons également constaté que le niveau de risque associé à ces mélanges de substances n'est pas négligeable, même sans tenir compte de ces substances principales. En effet, l'accumulation des substances, même en traces infimes, atteint un seuil critique, ce qui devient plus difficile en terme de gestion du risque. En outre, nous avons souligné un manque de fiabilité dans ces procédures, qui peuvent conduire à des résultats contradictoires en terme de risque. Ceci est lié à l'incompatibilité des facteurs de sécurité utilisés dans les différentes méthodes. Dans la deuxième partie de la thèse, nous avons étudié la fiabilité de méthodes plus avancées dans la prédiction de l'effet des mélanges pour les communautés évoluant dans le système aquatique. Ces méthodes reposent sur le modèle d'addition des concentrations (CA) ou d'addition des réponses (RA) appliqués sur les courbes de distribution de la sensibilité des espèces (SSD) aux substances. En effet, les modèles de mélanges ont été développés et validés pour être appliqués espèce par espèce, et non pas sur plusieurs espèces agrégées simultanément dans les courbes SSD. Nous avons ainsi proposé une procédure plus rigoureuse, pour l'évaluation du risque d'un mélange, qui serait d'appliquer d'abord les modèles CA ou RA à chaque espèce séparément, et, dans une deuxième étape, combiner les résultats afin d'établir une courbe SSD du mélange. Malheureusement, cette méthode n'est pas applicable dans la plupart des cas, car elle nécessite trop de données généralement indisponibles. Par conséquent, nous avons comparé, avec des valeurs générées aléatoirement, le calcul de risque effectué selon cette méthode plus rigoureuse, avec celle effectuée traditionnellement, afin de caractériser la robustesse de cette approche qui consiste à appliquer les modèles de mélange sur les courbes SSD. Nos résultats ont montré que l'utilisation de CA directement sur les SSDs peut conduire à une sous-estimation de la concentration du mélange affectant 5 % ou 50% des espèces, en particulier lorsque les substances présentent un grand écart- type dans leur distribution de la sensibilité des espèces. L'application du modèle RA peut quant à lui conduire à une sur- ou sous-estimations, principalement en fonction de la pente des courbes dose- réponse de chaque espèce composant les SSDs. La sous-estimation avec RA devient potentiellement importante lorsque le rapport entre la EC50 et la EC10 de la courbe dose-réponse des espèces est plus petit que 100. Toutefois, la plupart des substances, selon des cas réels, présentent des données d' écotoxicité qui font que le risque du mélange calculé par la méthode des modèles appliqués directement sur les SSDs reste cohérent et surestimerait plutôt légèrement le risque. Ces résultats valident ainsi l'approche utilisée traditionnellement. Néanmoins, il faut garder à l'esprit cette source d'erreur lorsqu'on procède à une évaluation du risque d'un mélange avec cette méthode traditionnelle, en particulier quand les SSD présentent une distribution des données en dehors des limites déterminées dans cette étude. Enfin, dans la dernière partie de cette thèse, nous avons confronté des prédictions de l'effet de mélange avec des changements biologiques observés dans l'environnement. Dans cette étude, nous avons utilisé des données venant d'un suivi à long terme d'un grand lac européen, le lac Léman, ce qui offrait la possibilité d'évaluer dans quelle mesure la prédiction de la toxicité des mélanges d'herbicide expliquait les changements dans la composition de la communauté phytoplanctonique. Ceci à côté d'autres paramètres classiques de limnologie tels que les nutriments. Pour atteindre cet objectif, nous avons déterminé la toxicité des mélanges sur plusieurs années de 14 herbicides régulièrement détectés dans le lac, en utilisant les modèles CA et RA avec les courbes de distribution de la sensibilité des espèces. Un gradient temporel de toxicité décroissant a pu être constaté de 2004 à 2009. Une analyse de redondance et de redondance partielle, a montré que ce gradient explique une partie significative de la variation de la composition de la communauté phytoplanctonique, même après avoir enlevé l'effet de toutes les autres co-variables. De plus, certaines espèces révélées pour avoir été influencées, positivement ou négativement, par la diminution de la toxicité dans le lac au fil du temps, ont montré des comportements similaires dans des études en mésocosmes. On peut en conclure que la toxicité du mélange herbicide est l'un des paramètres clés pour expliquer les changements de phytoplancton dans le lac Léman. En conclusion, il existe diverses méthodes pour prédire le risque des mélanges de micropolluants sur les espèces aquatiques et celui-ci peut jouer un rôle dans le fonctionnement des écosystèmes. Toutefois, ces modèles ont bien sûr des limites et des hypothèses sous-jacentes qu'il est important de considérer lors de leur application, avant d'utiliser leurs résultats pour la gestion des risques environnementaux. - For several years now, the scientists as well as the society is concerned by the aquatic risk organic micropollutants may pose. Indeed, several researches have shown the toxic effects these substances may induce on organisms living in our lakes or rivers, especially when they are exposed to acute or chronic concentrations. However, most of the studies focused on the toxicity of single compounds, i.e. considered individually. The same also goes in the current European regulations concerning the risk assessment procedures for the environment of these substances. But aquatic organisms are typically exposed every day simultaneously to thousands of organic compounds. The toxic effects resulting of these "cocktails" cannot be neglected. The ecological risk assessment of mixtures of such compounds has therefore to be addressed by scientists in the most reliable and appropriate way. In the first part of this thesis, the procedures currently envisioned for the aquatic mixture risk assessment in European legislations are described. These methodologies are based on the mixture model of concentration addition and the use of the predicted no effect concentrations (PNEC) or effect concentrations (EC50) with assessment factors. These principal approaches were applied to two specific case studies, Lake Geneva and the River Rhône in Switzerland, including a discussion of the outcomes of such applications. These first level assessments showed that the mixture risks for these studied cases exceeded rapidly the critical value. This exceeding is generally due to two or three main substances. The proposed procedures allow therefore the identification of the most problematic substances for which management measures, such as a reduction of the entrance to the aquatic environment, should be envisioned. However, it was also showed that the risk levels associated with mixtures of compounds are not negligible, even without considering these main substances. Indeed, it is the sum of the substances that is problematic, which is more challenging in term of risk management. Moreover, a lack of reliability in the procedures was highlighted, which can lead to contradictory results in terms of risk. This result is linked to the inconsistency in the assessment factors applied in the different methods. In the second part of the thesis, the reliability of the more advanced procedures to predict the mixture effect to communities in the aquatic system were investigated. These established methodologies combine the model of concentration addition (CA) or response addition (RA) with species sensitivity distribution curves (SSD). Indeed, the mixture effect predictions were shown to be consistent only when the mixture models are applied on a single species, and not on several species simultaneously aggregated to SSDs. Hence, A more stringent procedure for mixture risk assessment is proposed, that would be to apply first the CA or RA models to each species separately and, in a second step, to combine the results to build an SSD for a mixture. Unfortunately, this methodology is not applicable in most cases, because it requires large data sets usually not available. Therefore, the differences between the two methodologies were studied with datasets created artificially to characterize the robustness of the traditional approach applying models on species sensitivity distribution. The results showed that the use of CA on SSD directly might lead to underestimations of the mixture concentration affecting 5% or 50% of species, especially when substances present a large standard deviation of the distribution from the sensitivity of the species. The application of RA can lead to over- or underestimates, depending mainly on the slope of the dose-response curves of the individual species. The potential underestimation with RA becomes important when the ratio between the EC50 and the EC10 for the dose-response curve of the species composing the SSD are smaller than 100. However, considering common real cases of ecotoxicity data for substances, the mixture risk calculated by the methodology applying mixture models directly on SSDs remains consistent and would rather slightly overestimate the risk. These results can be used as a theoretical validation of the currently applied methodology. Nevertheless, when assessing the risk of mixtures, one has to keep in mind this source of error with this classical methodology, especially when SSDs present a distribution of the data outside the range determined in this study Finally, in the last part of this thesis, we confronted the mixture effect predictions with biological changes observed in the environment. In this study, long-term monitoring of a European great lake, Lake Geneva, provides the opportunity to assess to what extent the predicted toxicity of herbicide mixtures explains the changes in the composition of the phytoplankton community next to other classical limnology parameters such as nutrients. To reach this goal, the gradient of the mixture toxicity of 14 herbicides regularly detected in the lake was calculated, using concentration addition and response addition models. A decreasing temporal gradient of toxicity was observed from 2004 to 2009. Redundancy analysis and partial redundancy analysis showed that this gradient explains a significant portion of the variation in phytoplankton community composition, even when having removed the effect of all other co-variables. Moreover, some species that were revealed to be influenced positively or negatively, by the decrease of toxicity in the lake over time, showed similar behaviors in mesocosms studies. It could be concluded that the herbicide mixture toxicity is one of the key parameters to explain phytoplankton changes in Lake Geneva. To conclude, different methods exist to predict the risk of mixture in the ecosystems. But their reliability varies depending on the underlying hypotheses. One should therefore carefully consider these hypotheses, as well as the limits of the approaches, before using the results for environmental risk management

Methods for assessment of pre-harvest sprouting in wheat cultivars

The objective of this work was to test methods for pre-harvest sprouting assessment in wheat cultivars. Fourteen wheat cultivars were grown in Londrina and Ponta Grossa municipalities, Paraná state, Brazil. They were sampled at 10 and 17 days after physiological maturity and evaluated using the methods of germination by rainfall simulation (in a greenhouse), in-ear grain sprouting, and grains removed from the ears. The in-ear grain sprouting method allowed the differentiation of cultivars, but showed different resistance levels from the available description of cultivars. The sprouting of grain removed from the ears did not allow a reliable distinction of data on germination in any harvest date or location. The method of rainfall simulation is the most suitable for the assessment of cultivars as to pre-harvest sprouting, regardless of the sampling date and evaluated location.

Why Mathematics is essential in Biomedical Sciences degree?

Improvement of mathematical education and motivation of students in the mathematics" area is needed. What can be done? We introduce some ideas to generate the student"s interest for mathematics, because they often present difficulties in appreciating the relevance of mathematics and its role in the health sciences. We consider that a cornerstone in the strategy to attract the students" interest is linking the mathematics with real biomedical situations. We proceed in the following manner: We first present a real biomedical situation to produce interest and to generate curiosity. Second, we ask thought-provoking questions to students as: Which is the biomedical problem presented? Which is my knowledge on this situation? What could I do to solve this biomedical situation? Do I need some new mathematical concepts and procedures? Thereupon, the teacher explains the mathematical concepts necessary to solve the case presented, providing definitions, properties and tools for graphical display and/or mathematical calculations. In this learning methodology, ICTs were cornerstones for reaching the proposed competences. Furthermore, ICTs can also be used in the evaluative task in its two possible aspects: formative and for obtaining a qualification. Comments from students about this new mathematics teaching method indicate that the use of real biomedical case studies kept the lessons in mathematics interesting.

Promoting Programming Learning. Engagement, Automatic Assessment with Immediate Feedback in Visualizations

The skill of programming is a key asset for every computer science student. Many studies have shown that this is a hard skill to learn and the outcomes of programming courses have often been substandard. Thus, a range of methods and tools have been developed to assist students’ learning processes. One of the biggest fields in computer science education is the use of visualizations as a learning aid and many visualization based tools have been developed to aid the learning process during last few decades. Studies conducted in this thesis focus on two different visualizationbased tools TRAKLA2 and ViLLE. This thesis includes results from multiple empirical studies about what kind of effects the introduction and usage of these tools have on students’ opinions and performance, and what kind of implications there are from a teacher’s point of view. The results from studies in this thesis show that students preferred to do web-based exercises, and felt that those exercises contributed to their learning. The usage of the tool motivated students to work harder during their course, which was shown in overall course performance and drop-out statistics. We have also shown that visualization-based tools can be used to enhance the learning process, and one of the key factors is the higher and active level of engagement (see. Engagement Taxonomy by Naps et al., 2002). The automatic grading accompanied with immediate feedback helps students to overcome obstacles during the learning process, and to grasp the key element in the learning task. These kinds of tools can help us to cope with the fact that many programming courses are overcrowded with limited teaching resources. These tools allows us to tackle this problem by utilizing automatic assessment in exercises that are most suitable to be done in the web (like tracing and simulation) since its supports students’ independent learning regardless of time and place. In summary, we can use our course’s resources more efficiently to increase the quality of the learning experience of the students and the teaching experience of the teacher, and even increase performance of the students. There are also methodological results from this thesis which contribute to developing insight into the conduct of empirical evaluations of new tools or techniques. When we evaluate a new tool, especially one accompanied with visualization, we need to give a proper introduction to it and to the graphical notation used by tool. The standard procedure should also include capturing the screen with audio to confirm that the participants of the experiment are doing what they are supposed to do. By taken such measures in the study of the learning impact of visualization support for learning, we can avoid drawing false conclusion from our experiments. As computer science educators, we face two important challenges. Firstly, we need to start to deliver the message in our own institution and all over the world about the new – scientifically proven – innovations in teaching like TRAKLA2 and ViLLE. Secondly, we have the relevant experience of conducting teaching related experiment, and thus we can support our colleagues to learn essential know-how of the research based improvement of their teaching. This change can transform academic teaching into publications and by utilizing this approach we can significantly increase the adoption of the new tools and techniques, and overall increase the knowledge of best-practices. In future, we need to combine our forces and tackle these universal and common problems together by creating multi-national and multiinstitutional research projects. We need to create a community and a platform in which we can share these best practices and at the same time conduct multi-national research projects easily.

Competence in intensive and critical care nursing - development of a basic assessment scale for graduating nursing students

Intensive and critical care nursing is a speciality in its own right and with its own nature within the nursing profession. This speciality poses its own demands for nursing competencies. Intensive and critical care nursing is focused on severely ill patients and their significant others. The patients are comprehensively cared for, constantly monitored and their vital functions are sustained artificially. The main goal is to win time to cure the cause of the patient’s situation or illness. The purpose of this empirical study was i) to describe and define competence and competence requirements in intensive and critical care nursing, ii) to develop a basic measurement scale for competence assessment in intensive and critical care nursing for graduating nursing students, and iii) to describe and evaluate graduating nursing students’ basic competence in intensive and critical care nursing by seeking the reference basis of self-evaluated basic competence in intensive and critical care nursing from ICU nurses. However, the main focus of this study was on the outcomes of nursing education in this nursing speciality. The study was carried out in different phases: basic exploration of competence (phase 1 and 2), instrumentation of competence (phase 3) and evaluation of competence (phase 4). Phase 1 (n=130) evaluated graduating nursing students’ basic biological and physiological knowledge and skills for working in intensive and critical care with Basic Knowledge Assessment Tool version 5 (BKAT-5, Toth 2012). Phase 2 focused on defining competence in intensive and critical care nursing with the help of literature review (n=45 empirical studies) as well as competence requirements in intensive and critical care nursing with the help of experts (n=45 experts) in a Delphi study. In phase 3 the scale Intensive and Critical Care Nursing Competence Scale (ICCN-CS) was developed and tested twice (pilot test 1: n=18 students and n=12 nurses; pilot test 2: n=56 students and n=54 nurses). Finally, in phase 4, graduating nursing students’ competence was evaluated with ICCN-CS and BKAT version 7 (Toth 2012). In order to develop a valid assessment scale of competence for graduating nursing students and to evaluate and establish the competence of graduating nursing students, empirical data were retrieved at the same time from both graduating nursing students (n=139) and ICU nurses (n=431). Competence can be divided into clinical and general professional competence. It can be defined as a specific knowledge base, skill base, attitude and value base and experience base of nursing and the personal base of an intensive and critical care nurse. Personal base was excluded in this self-evaluation based scale. The ICCN-CS-1 consists of 144 items (6 sum variables). Finally, it became evident that the experience base of competence is not a suitable sum variable in holistic intensive and critical care competence scale for graduating nursing students because of their minor experience in this special nursing area. ICCN-CS-1 is a reliable and tolerably valid scale for use among graduating nursing students and ICU nurses Among students, basic competence of intensive and critical care nursing was self-rated as good by 69%, as excellent by 25% and as moderate by 6%. However, graduating nursing students’ basic biological and physiological knowledge and skills for working in intensive and critical care were poor. The students rated their clinical and professional competence as good, and their knowledge base and skill base as moderate. They gave slightly higher ratings for their knowledge base than skill base. Differences in basic competence emerged between graduating nursing students and ICU nurses. The students’ self-ratings of both their basic competence and clinical and professional competence were significantly lower than the nurses’ ratings. The students’ self-ratings of their knowledge and skill base were also statistically significantly lower than nurses’ ratings. However, both groups reported the same attitude and value base, which was excellent. The strongest factor explaining students’ conception of their competence was their experience of autonomy in nursing. Conclusions: Competence in intensive and critical care nursing is a multidimensional concept. Basic competence in intensive and critical care nursing can be measured with self-evaluation based scale but alongside should be used an objective evaluation method. Graduating nursing students’ basic competence in intensive and critical care nursing is good but their knowledge and skill base are moderate. Especially the biological and physiological knowledge base is poor. Therefore in future in intensive and critical care nursing education should be focused on both strengthening students’ biological and physiological knowledge base and on strengthening their overall skill base. Practical implications are presented for nursing education, practice and administration. In future, research should focus on education methods and contents, mentoring of clinical practice and orientation programmes as well as further development of the scale.

Assessment of purchasing maturity in spare parts supply chain

To describe the change of purchasing moving from administrative to strategic function academics have put forward maturity models which help practitioners to compare their purchasing activities to industry top performers and best practices. However, none of the models aim to distinguish the purchasing maturity from the after-sales point of view, even though after-sales activities are acknowledged as a relevant source of revenue, profit and competitive advantage in most manufacturing firms. The maturity of purchasing and supply management practices have a large impact to the overall performance of the spare parts supply chain and ultimately to the value creation and relationship building for the end customer. The research was done as a case study for a European after-sales organization which is part of a globally operating industrial firm specialized in heavy machinery. The study mapped the current state of the purchasing practices in the case organization and also distinguished the relevant areas for future development. The study was based on the purchasing maturity model developed by Schiele (2007) and investigated also how applicable is the maturity model in the spare parts supply chain context. Data for the assessment was gathered using five expert interviews inside the case organization and other parties involved in the company’s spare parts supply chain. Inventory management dimension was added to the original maturity model in order to better capture the important areas in a spare parts supply chain. The added five questions were deduced from the spare parts management literature and verified as relevant areas by the case organization’s personnel. Results indicate that largest need for development in the case organization are: better collaboration between sourcing and operative procurement functions, use of installed base information in the spare parts management, training plan development for new buyers, assessment of aligned KPI’s between the supply chain parties and better defining the role of after-sales sourcing. The purchasing maturity model used in this research worked well in H&R Leading, Controlling and Inventory Management dimensions. The assessment was more difficult to conduct in the Supplier related processes, Process integration and Organizational structure –dimensions, mainly because the assessment in these sections would for some parts require more company-wide assessment. Results indicate also that the purchasing maturity model developed by Schiele (2007) captures the relevant areas in the spare parts supply as well.

Risk Assessment of a Supplier in the Pharmaceutical Industry

The topic of this Master’s Thesis is risk assessment in the supply chain, and the work was done for a company operating in the pharmaceutical industry. The unique features of the industry bring additional challenges to risk management, due to high regulatory, docu-mentation and traceability requirements. The objective of the thesis was to generate a template for assessing the risks in the supply chain of current and potential suppliers of the case company. Risks pertaining to the case setting were sought mainly from in-house expertise of this specific product and supply chain as well as academic research papers and theory on risk management. A questionnaire was set up to assess the found risks on impact, occurrence and possibility of detection. Through this classification of the severity of the risks, the supplier assessment template was formed. A questionnaire template, comprised of the top 10 risks affecting the flow of information and materials in this setting, was formulated to serve as a generic tool for assessing risks in the supply chain of a pharmaceutical company. The template was tested on another supplier for usability and accuracy of found risks, and it demonstrated functioning in a differing supply chain and product setting.

Assessment of Young Learners’ English Proficiency in Bilingual Content Instruction CLIL

This applied linguistic study in the field of second language acquisition investigated the assessment practices of class teachers as well as the challenges and visions of language assessment in bilingual content instruction (CLIL) at primary level in Finnish basic education. Furthermore, pupils’ and their parents’ perceptions of language assessment and LangPerform computer simulations as an alternative, modern assessment method in CLIL contexts were examined. The study was conducted for descriptive and developmental purposes in three phases: 1) a CLIL assessment survey; 2) simulation 1; and 3) simulation 2. All phases had a varying number of participants. The population of this mixed methods study were CLIL class teachers, their pupils and the pupils’ parents. The sampling was multi-staged and based on probability and random sampling. The data were triangulated. Altogether 42 CLIL class teachers nationwide, 109 pupils from the 3rd, 4th and 5th grade as well as 99 parents from two research schools in South-Western Finland participated in the CLIL assessment survey followed by an audio-recorded theme interview of volunteers (10 teachers, 20 pupils and 7 parents). The simulation experimentations 1 and 2 produced 146 pupil and 39 parental questionnaires as well as video interviews of volunteered pupils. The data were analysed both quantitatively using percentages and numerical frequencies and qualitatively employing thematic content analysis. Based on the data, language assessment in primary CLIL is not an established practice. It largely appears to be infrequent, incidental, implicit and based on impressions rather than evidence or the curriculum. The most used assessment methods were teacher observation, bilingual tests and dialogic interaction, and the least used were portfolios, simulations and peer assessment. Although language assessment was generally perceived as important by teachers, a fifth of them did not gather assessment information systematically, and 38% scarcely gave linguistic feedback to pupils. Both pupils and parents wished to receive more information on CLIL language issues; 91% of pupils claimed to receive feedback rarely or occasionally, and 63% of them wished to get more information on their linguistic coping in CLIL subjects. Of the parents, 76% wished to receive more information on the English proficiency of their children and their linguistic development. This may be a response to indirect feedback practices identified in this study. There are several challenges related to assessment; the most notable is the lack of a CLIL curriculum, language objectives and common ground principles of assessment. Three diverse approaches to language in CLIL that appear to affect teachers’ views on language assessment were identified: instrumental (language as a tool), dual (language as a tool and object of learning) and eclectic (miscellaneous views, e.g. affective factors prioritised). LangPerform computer simulations seem to be perceived as an appropriate alternative assessment method in CLIL. It is strongly recommended that the fundamentals for assessment (curricula and language objectives) and a mutual assessment scheme should be determined and stakeholders’ knowledge base of CLIL strengthened. The principles of adequate assessment in primary CLIL are identified as well as several appropriate assessment methods suggested.

The impact of integrated programming on student attitude and achievement in grade 9 academic mathematics and science

This research studioo the effect of integrated instruction in mathematics and~ science on student achievement in and attitude towards both mathematics and science. A group of grade 9 academic students received instruction in both science and mathematics in an integrated program specifically developed for the purposes of the research. This group was compared to a control group that had received science and mathematics instruction in a traditional, nonintegrated program. The findings showed that in all measures of attitude, there was no significant difference between the students who participated in the integrated science and mathematics program and those who participated in a traditional science and mathematics program. The findings also revealed that integration did improve achievement on some of the measures used. The performance on mathematics open-ended problem-solving tasks improved after participation in the integrated program, suggesting that the integrated students were better able to apply their understanding of mathematics in a real-life context. The performance on the final science exam was also improved for the integrated group. Improvement was not noted on the other measures, which included EQAO scores and laboratory practical tasks. These results raise the issue of the suitability of the instruments used to gauge both achievement and attitude. The accuracy and suitability of traditional measures of achievement are considered. It is argued that they should not necessarily be used as the measure of the value of integrated instruction in a science and mathematics classroom.

Correlation Among Math Anxiety, Attitudes Toward Math, and Math Achievement in Grade 9 Students: Relationships Across Gender

This research evaluated (a) the correlation between math anxiety, math attitudes, and achievement in math and (b) comparison among these variables in terms of gender among grade 9 students in a high school located in southern Ontario. Data were compiled from participant responses to the Attitudes Toward Math Inventory (ATMI) and the Math Anxiety Rating Scale for Adolescents (MARS-A), and achievement data were gathered from participants’ grade 9 academic math course marks and the EQAO Grade 9 Assessment of Mathematics. Nonparametric tests were conducted to determine whether there were relationships between the variables and to explore whether gender differences in anxiety, attitudes, and achievement existed for this sample. Results indicated that math anxiety was not related to math achievement but was a strong correlate of attitudes toward math. A strong positive relationship was found between math attitudes and achievement in math. Specifically, self-confidence in math, enjoyment of math, value of math, and motivation were all positive correlates of achievement in math. Also, results for gender comparisons were nonsignificant, indicating that gender differences in math anxiety, math attitudes, and math achievement scores were not prevalent in this group of grade 9 students. Therefore, attitudes toward math were considered to be a stronger predictor of performance than math anxiety or gender for this group.

The Lived Experience of Nursing Students With Formative Assessment Formally Embedded in Clinical Courses: A Transcendental Phenomenological Study

The potential of formative assessment (FA) for informing learning in classroom-based nursing courses is clearly established in the literature; however, research on FA in clinical courses remains scarce. This inquiry explored the lived experience of nursing students using transcendental phenomenology and described the phenomenon of being assessed in clinical courses. The research question guiding the study was: How is the phenomenon of assessment experienced by nursing students when FA is formally embedded in clinical courses? Inherent in this question were the following issues: (a) the meaning of clinical experiences for nursing students, (b) the meaning of being assessed through FA, and (c) what it is like to be assessed when FA is formally embedded within clinical experiences. The noematic themes that illuminated the whatness of the participants’ experience were (a) enabled cognitive activity, (b) useful feedback, (c) freedom to be, (d) enhanced focus, (e) stress moderator, and (f) respectful mentorship. The noetic themes associated with how the phenomenon was experienced were related to bodyhood, temporality, spatiality, and relationship to others. The results suggest a fundamental paradigm shift from traditional nursing education to a more pervasive integration of FA in clinical courses so that students have time to learn before being graded on their practice. Furthermore, this inquiry and the literature consulted provide evidence that using cognitive science theory to inform and reform clinical nursing education is a timely option to address the repeated calls from nursing leaders to modernize nursing education. This inquiry contributes to reduce our reliance on assumptions derived from research on FA in nursing classrooms and provides evidence based on the reality of using formative assessment in clinical courses. Recommendations for future research are presented.