Survey on reporting of epithelial cells in urine sediment as part of external quality assessment programs in Brazilian laboratories

IntroductionEpithelial cells (ECs) are structures regularly observed during urine microscopy analysis. The correct identification of EC subtypes can be useful since renal tubular epithelial cells (RTECs) are clinically relevant. We investigate the urinary ECs report and the judgement of its clinical importance by Brazilian laboratories.Materials and methodsA survey with four questions was made available to participants of the Urinalysis External Quality Assessment Program (EQAP) from Controllab. Laboratories composed 3 groups: (1) differentiating ECs subtypes: “squamous”, “transitional” and “RTECs”; (2) differentiating ECs subtypes: “squamous” or “non-squamous” cells; (3) without ECs subtype identification. Participants did not necessarily answer to all questions and the answers were evaluated both within the same laboratory’s category and within different categories of laboratories.ResultsA total of 1336 (94%) laboratories answered the survey; Group 1, 119/140 (85%) reported that ECs differentiation is important to the physician and 62% want to be evaluated by EQAP, while in Group 3, 455/1110 (41%) reported it is useful to them, however only 25% want be evaluated by EQAP. Group 2 laboratories 37/51 (73%) reported that the information is important, but only 13/52 (25%) are interested in an EQAP with differentiation of the 3 ECs subtypes.ConclusionMost of the laboratories do not differentiate ECs in the three subtypes, despite the clinical importance of RTECs. Education of laboratory staff about the clinical significance of urinary particles should be considered a key priority.     

关于大学生考试作弊问题的思考

大学生考试作弊现象日益普遍,尽管各高校采取了一系列措施,但收效甚微。考试作弊不仅违背了公平公正的原则,破坏了考风考纪,还败坏了学风。对大学生考试作弊的特点、原因进行了分析,并提出了相应的措施。     

Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?

We examined how self-regulated learning (SRL) and externally-facilitated self-regulated learning (ERL) differentially affected adolescents’ learning about the circulatory system while using hypermedia. A total of 128 middle-school and high school students with little prior knowledge of the topic were randomly assigned to either the SRL or ERL condition. Learners in the SRL condition regulated their own learning, while learners in the ERL condition had access to a human tutor who facilitated their self-regulated learning. We converged product (pretest-posttest shifts in students’ mental models and declarative knowledge measures) with process (think-aloud protocols) data to examine the effectiveness of self- versus externally-facilitated regulated learning. Findings revealed that learners in the ERL condition gained statistically significantly more declarative knowledge and that a greater number of participants in this condition displayed a more advanced mental model on the posttest. Verbal protocol data indicated that learners in the ERL condition regulated their learning by activating prior knowledge, engaging in several monitoring activities, deploying several effective strategies, and engaging in adaptive help-seeking. By contrast, learners in the SRL condition used ineffective strategies and engaged in fewer monitoring activities. Based on these findings, we present design principles for adaptive hypermedia learning environments, engineered to foster students’ self-regulated learning about complex and challenging science topics.

明代会试试经考略

明代科举会试的录取,不仅受到分卷的地域限制,还受到分经录取比例的限制.对明代64科会试1.8万余进士试经情况的统计分析表明:会试对各经的考生人数应有一个基本控制,而会试录取则根据各经考生的人数按一定比例进行,借以保证各经均有相应数量的考生中式.因此,在明代科举的会试中,考生最终的成功与其所属分卷区域以及所习经书有相当紧密的关系,并非全由自由竞争而取得.进士习经情况的地区差异,既显示出不同地区士人习经风气的不同,也显示出各个地区在专经考试中的竞争力可能有差异.     

自媒体时代教育考试网络舆情治理机制探析

随着微博、微信、抖音等自媒体平台的逐步普及,互联网已成为国家教育考试舆情传播的主要途径,成为影响教育考试公平、安全和平稳的重要因素之一。为提升自媒体时代国家教育考试网络舆情治理能力,通过分析自媒体时代舆情传播特点和演变规律,提出国家教育考试网络舆情治理模型。在构建教育考试网络舆情监测指标体系的基础上,提出由协同治理、监测预警、分析研判、应对处置、宣传教育和安全管控6个部分组成的网络舆情治理工作机制。     

超长超深地下综合管沟外壁混凝土裂缝的控制

文章从设计、原材料、施工方法等入手,即采用抗裂筋、混凝土掺外加剂以及加强保温、保湿养护等技术工艺后,使超长超深地下综合管沟外壁混凝土裂缝问题得到了有效的控制。     

Using rasch measurement to score,evaluate, and improve examinations in an anatomy course

Any examination that involves moderate to high stakes implications for examinees should be psychometrically sound and legally defensible. Currently, there are two broad and competing families of test theories that are used to score examination data. The majority of instructors outside the high‐stakes testing arena rely on classical test theory (CTT) methods. However, advances in item response theory software have made the application of these techniques much more accessible to classroom instructors. The purpose of this research is to analyze a common medical school anatomy examination using both the traditional CTT scoring method and a Rasch measurement scoring method to determine which technique provides more robust findings, and which set of psychometric indicators will be more meaningful and useful for anatomists looking to improve the psychometric quality and functioning of their examinations. Results produced by the more robust and meaningful methodology will undergo a rigorous psychometric validation process to evaluate construct validity. Implications of these techniques and additional possibilities for advanced applications are also discussed. Anat Sci Educ 7: 450–460. © 2014 American Association of Anatomists.     

孝感市区托幼儿童膳营养调查分析

目的 了解新世纪托幼儿童膳食营养摄入情况,为集体儿童合理膳食摄入提供依据。方法于2003年5月19日～23日对市财贸幼儿园,用称量和记账法调查,并从大、中、小三个年级随机各抽一个班进行体格检查。结果 儿童身高、体重均值(除5岁组外)均比九市区身高、体重均值偏低(P<0.05、P<0.01)。结论 各类食物摄入量和三大营养素供给量均低于供给量标准,热能来源和三餐热能比例及优质蛋白供给量比较合理。     

AGE AND HEADTEACHERS’ ROLE CONCEPTIONS

The relationship between age and role conceptions was examined in a national sample of infant, junior and secondary school headteachers drawn from schools throughout England and Wales. American studies of the school principalship have shown authoritarianism, closed‐mindedness, and lack of educational innovation to be characteristic of the beliefs and behaviour of older rather than younger school principals. The present study failed to support American findings. Older headteachers were found to exhibit less authoritarianism than younger headteachers; nor were older heads more traditional in outlook than younger colleagues or any less concerned with supervising the work of their teaching staffs.     

信息技术与课程整合的教学模式研究之一——教学模式的内涵及分类

文章是系统研究"信息技术与课程整合教学模式"系列论文的第一篇。这组系列研究论文对信息技术与课程整合实施过程中广大教师必须面对的重要问题——"对信息技术环境下教学模式的内涵与特征应如何正确认识、以及对这类教学模式应如何有效实施"作了较深入的探讨;文章则在分析教学模式及相关概念基本内涵的基础上,提出了对教学模式进行正确分类的原则与方法,尤其是对课内整合教学模式的分类及特点做出了比较科学的阐述。