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Clara Ginther Karin Lackner Christian Kaier 《New Review of Academic Librarianship》2017,23(2-3):136-147
ABSTRACTEstablishing Publication Services in the library at the University of Graz did more than broaden the service portfolio of the library. A convergence of expertise at the library, needs of researchers at the university, and ongoing changes in scholarly communication also contributed to the evolution of the library's role and profile. The new services offer first-level support for matters pertaining to scholarly publishing and communications. Furthermore, Publication Services has developed into a knowledge sharing platform, extending beyond the library to other administrative departments and creating a community of practice. 相似文献
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Johannes S. Binder Michael Scholz Stephan Ellmann Michael Uder Robert Grützmann Georg F. Weber Christian Krautz 《Anatomical sciences education》2021,14(1):22-31
Integration of medical imaging into preclinical anatomy courses is already underway in many medical schools. However, interpretation of two-dimensional grayscale images is difficult and conventional volume rendering techniques provide only images of limited quality. In this regard, a more photorealistic visualization provided by Cinematic Rendering (CR) may be more suitable for anatomical education. A randomized, two-period crossover study was conducted from July to December 2018, at the University Hospital of Erlangen, Germany to compare CR and conventional computed tomography (CT) imaging for speed and comprehension of anatomy. Sixteen students were randomized into two assessment sequences. During each assessment period, participants had to answer 15 anatomy-related questions that were divided into three categories: parenchymal, musculoskeletal, and vascular anatomy. After a washout period of 14 days, assessments were crossed over to the respective second reconstruction technique. The mean interperiod differences for the time to answer differed significantly between the CR–CT sequence (−204.21 ± 156.0 seconds) and the CT–CR sequence (243.33 ± 113.83 seconds; P < 0.001). Overall time reduction by CR was 65.56%. Cinematic Rendering visualization of musculoskeletal and vascular anatomy was higher rated compared to CT visualization (P < 0.001 and P = 0.003), whereas CT visualization of parenchymal anatomy received a higher scoring than CR visualization (P < 0.001). No carryover effects were observed. A questionnaire revealed that students consider CR to be beneficial for medical education. These results suggest that CR has a potential to enhance knowledge acquisition and transfer from medical imaging data in medical education. 相似文献
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The proliferation of information and communication technologies (ICTs) into all aspects of life poses unique ethical challenges
as our modern societies become increasingly dependent on the flawless operation of these technologies. As we increasingly
entrust our privacy, our well-being and our lives to an ever greater number of computers we need to look more closely at the
risks and ethical implications of these developments. By emphasising the vulnerability of software and the practice of professional
software developers, we want to make clear the ethical aspects of producing potentially flawed software. This paper outlines
some of the vulnerabilities associated with software systems and identifies a number of social and organisational factors
affecting software developers and contributing to these vulnerabilities. Scott A. Snook’s theory of practical drift is used as the basis for our analysis. We show that this theory, originally developed to explain the failure of a military
organisation, can be used to understand how professional software developers “drift away” from procedures and processes designed
to ensure quality and prevent software vulnerability. Based on interviews with software developers in two Norwegian companies
we identify two areas where social factors compel software developers to drift away from a global set of rules constituting
software development processes and methods. Issues of pleasure and control and difference in mental models contribute to an uncoupling from established practices designed to guarantee the reliability of software and thus diminish
its vulnerability. 相似文献
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OBJECTIVE: This study was undertaken to assess academic progress of children 1 to 5 years after graduating from the C. Henry Kempe Center's Therapeutic Preschool Day Treatment Program. METHOD: Information was gathered through chart review; telephone surveys of care providers, relatives, and social service workers; as well questionnaires on all children who attended the therapeutic preschool day treatment program between 1984 and 1989, including the 24 children reported on by Oates, Gray, Schweitzer, Kempe, and Harmon, 1995. RESULTS: Classroom placement was determined for 27 of the 44 graduates (61.4%), 14 of whom (51.9%) were in a regular classroom, 10 (37.0%) in special education, two (7.4%) in residential treatment, and one (3.7%) was receiving home schooling. Twenty-two of the 27 children (81.5%) improved or remained in the same grade and type of classroom as they had been staffed into at the time of their graduation from the preschool day treatment program. Factors thought to affect stability of classroom placement were studied, of which frequency of family moves was the only significant variable. Its significance was in the direction opposite to that expected. The most effective method of locating families was to contact the Department of Social Services who provided information used to find 60% of them. CONCLUSIONS: Intervention in a therapeutic preschool day treatment program was found to be beneficial, as it enabled most of the children to progress appropriately in public school. 相似文献