An interactive diagnosis approach for supporting clinical nursing courses

Clinical resources in nursing schools are always insufficient for satisfying the practice requirements of each student at the same time during a formal course session. Although several studies have applied information and communication technology to develop computer-based learning tools for addressing this problem, most of these developments lack appropriate interactive and diagnostic services to assist students in bridging theory–practice gaps and realizing individual flaws in their nursing skills. Therefore, this study aims to develop an interactive clinical learning and diagnosis system that provides a web-based interactive learning environment and personalized diagnostic service for nursing education. An experiment was conducted in a foundations of nursing course at a nursing college in Taiwan. The experimental results show that the proposed approach is helpful to students in improving their learning motivation, performance, and attitude. Moreover, it was also found that most students showed positive perceptions toward the usage of the proposed system.     

The dilemma of diagnosis in learning disabilities: Problems and potential directions

Current procedures for diagnosing perceptual and language deficits in the face of academic underachievement have resulted in a categorical expression—learning disabilities. In this paper, the contention is offered that learning disabilities so ascertained constitutes, at best, an expression, not a diagnosable entity. Current definitions may be incapable of describing a meaningful population for research or providing data that are useful for instructional management or placement. Two features are described that could become central in a diagnosable entity termed a learning disability.     

Methodological issues and learning disabilities diagnosis in clinical populations.

Previous research suggests that the diagnosis of a comorbid learning disability is dependent on the method used for making the LD diagnosis. This study investigated that proposition by studying the effects of using three approaches to the assessment of learning disabilities in a sample of 177 six- to thirteen-year-old boys referred to outpatient mental health clinics for behavior problems. The use of these three procedures to diagnose comorbid learning problems produced significantly different results. All methods identified significant numbers of children in the clinical population as learning disabled; however, each method identified children with differing characteristics. Consistent with predictions from measurement theory, the commonly used simple standard score discrepancy method was more likely to identify children with above-average IQs as learning disabled, whereas a regression approach identified learning disabilities more consistently across the ability range. These results were interpreted as supporting the use of regression approaches to diagnose co-occurring learning disabilities, as that method is less likely to be biased by the child's intelligence test score. The implications of the use of each method in research investigations is also discussed.     

Prenatal diagnosis of congenital fetal heart abnormalities and clinical analysis

INTRODUCTION Congenital heart disease (CHD) is the most common congenital disorder resulting in significant prenatal and postnatal morbidity and mortality (Gil- lum, 1994; Gembruch, 1997) and is believed to be a multifactorial disorder arising from the combined effect of genetic predisposition and environmental factors. Prenatal diagnosis of CHD is very important for both fetal prognosis and decreasing economic burden of family and society. It was demonstratedt t - l t recently that fe…     

巧思妙解与数学证明

对数学题巧思妙解的追求，体现了数学崇尚简捷的理念．“简捷的思路、简捷的方法、简捷的计算、简捷的证明以及简捷的陈述等伴随着机思、妙想、巧解、奇证，成为数学的组成部分，是数学领域中的七彩光环……”本从数学证明的角度，向读介绍巧思妙解的案例。     

定位人学的基本问题

人学是21世纪的显学,弄清人学与哲学,哲学基本问题与人学基本问题的内涵对于人学问题的研究有十分重要的意义。当代人类面临的诸多矛盾深刻证明,人学的基本问题是人与外部世界的关系问题。     

艺术欣赏复习指导及综合习题Ⅰ

1　艺术欣赏引论1)基本掌握(1)艺术形象。(2 )欣赏者的主观审美活动。(3)艺术欣赏的本质。2 )重点理解(1)艺术语言。(2 )艺术风格。(3)艺术欣赏的一般方法。2　建筑艺术欣赏基本掌握(1)建筑和建筑艺术的具体特征;建筑的双重性;建筑精神属性的层级性;建筑艺术的表现性。(2 )建筑艺术的语言:面;体形;体量;空间;群体;环境。(3)建筑艺术作品欣赏:《雅典帕提侬神庙》;《巴黎圣母院》;《罗马圣彼得教堂》;印度《泰姬陵》;法国《朗香教堂》;《北京城和北京宫殿》;《北京天坛》;《网师园》;《巴黎凡尔赛宫廷园林》;《布达拉官》;《悉尼歌剧院》。3　…     

逻辑推理问题的解决策略

（本讲适合初中） 在数学竞赛和数学游戏中，有许多推理性极强且不需要太多数学知识的问题，这类问题称为逻辑推理问题．     

第44届国际数学奥林匹克试题

~~第44届国际数学奥林匹克试题@李胜宏     

课堂教学运用多媒体技术应注意的几个问题

从多媒体课件的制作与使用、与其他电教媒体的结合以及调动学生参与方面谈了应注意的问题。     

结构J-对称矩阵特征值问题的算法

本文给出了计算结构J-对称矩阵特征值的算法。这些算法以Van Loan的平方约化方法和Cullum与Willoughby提出的计算复对称三对角矩阵特征值的QL过程为基础,利用了J-对称矩阵的特殊结构,可以节省计算量和存储量。     

员工培训存在的问题及对策

培训是提高企业员工综合素质的有效途径之一。目前,企业培训中主要存在的问题有:对员工培训没有正确的认识观念;对员工培训缺乏实施模式;培训方法单一乏味。     

第49届IMO试题

第一天 1.已知H是锐角△ABC的垂心,以边BC的中点为圆心、过点H的圆与直线BC交于A1、A2两点;以边CA的中点为圆心、过点H的圆与直线CA交于B1、B2两点;以边AB的中点为圆心、过点H的圆与直线AB交于C1、C2两点.     

巧解几道关联题

题1 n（n≥2）名乒乓球选手参加一次单打单循环赛（即每两人都赛一场，每场都有胜负），赛后确定优秀选手，对于选手A和B，若有A胜B或A间接胜B（即存在C，使得A胜C且C胜B），则称A优于B，若A优于其他所有选手，则称A为优秀选手。求证：优秀选手一定存在。     

第48届IMO试题

第一天1.给定实数a1,a2,…,an.对每个i(1≤i≤n),定义:di=max{aj|1≤j≤i}-min{aj|i≤j≤n},且令d=max{di|1≤i≤n}.(1)证明:对任意实数x1≤x2≤…≤xn,有max{|xi-ai||1≤i≤n}≥2d.(2)证明:存在实数x1≤x2≤…≤xn,使得式①中的等号成立.(新西兰供题)2.设A、B、C、D、E五点中,四边形ABCD是平行四边形,四边形BCED是圆内接四边形.设l是通过点A的一条直线,l与线段DC交于点F(F是线段DC的内点),且l与直线BC交于点G.若EF=EG=EC,求证:l是∠DAB的平分线.(卢森堡供题)3.在一次数学竞赛活动中,有一些参赛选手是朋友,朋友关系是相互的.如…     

第47届IMO试题

第一天1.设I为△ABC的内心,P是△ABC内部的一点,且满足∠PBA+∠PCA=∠PBC+∠PCB.证明:AP≥AI,并说明等号成立的充分必要条件是P=I.2.设P为正2006边形.如果P的一条对角线的两端将P的边界分成两部分,每部分都包含P的奇数条边,那么,该对角线称为“好边”.规定P的每条边均为好边.已知2003条在P内部不相交的对角线将P分割成若干个三角形.试问,在这种分割之下,最多有多少个有两条好边的等腰三角形.3.求最小的实数M,使得对所有的实数a、b、c,|ab(a2-b2)+bc(b2-c2)+ca(c2-a2)|≤M(a2+b2+c2)2.第二天4.求所有的整数对(x,y),使得1+2x+22…