Delayed diagnosis and treatment of extreme hypertriglyceridemia due to rejection of a lipemic sample     

Jan Van Elslande  Samira Hijjit  Katrien De Vusser  Michel Langlois  Bjrn Meijers  Ann Mertens  Bart Van der Schueren  Glynis Frans  Pieter Vermeersch 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(2)

IntroductionMost laboratories routinely determine haemolysis, icterus and lipemia indices to identify lipemic samples and reject potentially affected results. Hypertriglyceridemia is the most common cause of lipemia and severe hypertriglyceridemia (≥ 11.3 mmol/L) is a major risk factor of acute pancreatitis.Laboratory analysisA 56-year-old woman attended the outpatient clinic for a follow-up visit 1 month after a kidney transplantation. Her immunosuppressive therapy consisted of corticosteroids, cyclosporine, and mycophenolic acid. The routine clinical chemistry sample was rejected due to extreme lipemia. The comment “extreme lipemic sample” was added on the report, but the requesting physician could not be reached. The Cobas 8000 gave a technical error (absorption > 3.3) for the HIL-indices (L-index: 38.6 mmol/L) which persisted after high-speed centrifugation. The patient was given a new appointment 2 days later. The new sample was also grossly lipemic and gave the same technical error (L-index: 35.9 mmol/L).What happenedThe second sample was manually diluted 20-fold after centrifugation to obtain a result for triglycerides within the measuring range (0.10–50.0 mmol/L). Triglycerides were 169.1 mmol/L, corresponding to very severe hypertriglyceridemia. This result was communicated to the nephrologist and the patient immediately recalled to the hospital. She received therapeutic plasma exchange the next day and did not develop acute pancreatitis.Main lessonThis case illustrates the delicate balance between avoiding the release of unreliable results due to lipemia and the risk of delayed diagnosis when results are rejected. Providing an estimate of the degree of hypertriglyceridemia might be preferable to rejecting the result.  相似文献   

National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic     

Louise Hayward  Jo-Anne Baird  Simon Allan  Thomas Godfrey-Faussett  Carolyn Hutchinson  Ellen MacIntosh  Ashmita Randhawa  Ernest Spencer  Margaret Lesley Wiseman-Orr 《European Journal of Education》2023,58(1):83-97

Scotland, traditionally, has high levels of confidence in teachers. Fairness and justice are key concepts in policy and practice in Scottish education. For more than 100 years, the high-stakes assessment system in Scotland, with the Scottish Higher qualification at its heart, has been crucial to that sense of opportunity and justice. However, in 2019–2020, public confidence in high-stakes assessment in Scotland, as in other United Kingdom countries, was dented. In Scotland, the Covid-19 pandemic meant that schools were closed, teachers provided online learning opportunities for pupils working at home and, for the first time in 130 years, it was not possible to run national examinations. To ensure that learners were not further disadvantaged, alternative approaches to gathering evidence for qualifications were instigated. However, these results were challenged as socially unjust and the results that had been nationally moderated were replaced by results based on locally moderated teachers' professional judgement. As Scotland looks to qualifications beyond Covid-19, trust must be re-built. This article reports on a participative research project that sought to understand public perceptions of standards and fairness across a range of key communities following this experience. Drawing on both qualitative and quantitative data, we analyse factors which affected trust in National Qualifications under the pandemic. The evidence suggests that when considering what matters for qualifications to be trusted, technocratic solutions are likely to be rejected by stakeholders. Understanding and responding to what led to the mistrust of qualifications in Scotland will be crucial to inform its future qualifications system.  相似文献   

The crisis of consent: how stronger legal protection may lead to weaker consent in data protection     

Bart W. Schermer  Bart Custers  Simone van der Hof 《Ethics and Information Technology》2014,16(2):171-182

In this article we examine the effectiveness of consent in data protection legislation. We argue that the current legal framework for consent, which has its basis in the idea of autonomous authorisation, does not work in practice. In practice the legal requirements for consent lead to ‘consent desensitisation’, undermining privacy protection and trust in data processing. In particular we argue that stricter legal requirements for giving and obtaining consent (explicit consent) as proposed in the European Data protection regulation will further weaken the effectiveness of the consent mechanism. Building on Miller and Wertheimer’s ‘Fair Transaction’ model of consent we will examine alternatives to explicit consent.  相似文献   

Book reviews     

David R. Spencer  Kelley Graham  Thomas L. Bonn  Richard Hunt  Ian McGowan 《Publishing Research Quarterly》2001,16(4):71-77

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Errors in judging "offside" in association football: test of the optical error versus the perceptual flash-lag hypothesis     

Helsen W  Gilis B  Weston M 《Journal of sports sciences》2006,24(5):521-528

The objective of this study was to analyse the correctness of the offside judgements of the assistant referees during the final round of the FIFA 2002 World Cup. We also contrasted two hypotheses to explain the errors in judging offside. The optical error hypothesis is based on an incorrect viewing angle, while the flash-lag hypothesis refers to perceptual errors associated with the flash-lag effect (i.e. a moving object is perceived as spatially leading its real position at a discrete instant signalled by a briefly flashed stimulus). Across all 64 matches, 337 offsides were analysed using digital video technology. The error percentage was 26.2%. During the first 15 min match period, there were significantly more errors (38.5%) than during any other 15 min interval. As predicted by the flash-lag effect, we observed many more flag errors (86.6%) than non-flag errors (13.4%). Unlike the predictions of the optical error hypothesis, there was no significant difference between the correct and incorrect decisions in terms of the positioning of the assistant referees relative to the offside line (0.81 and 0.77 m ahead, respectively). To reduce the typical errors in judging offside, alternative ways need to be considered to teach assistant referees to better deal with flash-lag effects.  相似文献   

Cooperative-competitive social orientation and school achievement among Anglo-American and Mexican-American children     

George P. Knight  William Nelson  Spencer Kagan  Jann Gumbiner 《Contemporary educational psychology》1982,7(2):97-106

Researchers have suggested that the relatively poor academic performance of Mexican-American compared to Anglo-American children may result from cultural differences in cooperative-competitive social orientation. To test the relative contribution of cooperative-competitive social orientation as a personality predictor of school achievement, the cooperativeness-competitiveness, field independence, locus of control, self-esteem, and school achievement of 45 Anglo-American and 125 Mexican-American fourth, fifth, and sixth grade children were assessed. The results indicate (1) competitiveness is positively related to school achievement among the Anglo-American children but not the Mexican-American children; (2) among the Anglo-American children competitiveness is a better predictor of school achievement than field independence, locus of control, and self-esteem; (3) the personality variables are moderately but not independently related to school achievement within both cultural groups; and (4) the between-culture variance in the personality variables does not account for the between-culture variance in school achievement. Implications of the present results for understanding within- and between-group differences in school achievement are discussed.  相似文献   

The cognitive effects of a mathematics in-service workshop on elementary school teachers     

William M. Bart  Robert E. Orton 《Instructional Science》1991,20(4):267-288

Siegler's rule assessment methodology was used to investigate the cognitive effects of a 32 hour mathematics in-service workshop on 28 elementary shool teachers. This paper reports on attempts (a) to assess the levels of cognitive understanding of the basic concepts of proportion, probability, and correlation among elementary teachers, and (b) to change teachers' levels in understanding these concepts by a method of direct instruction. Significant improvements were noted in the levels of cognitive development associated with the concept of proportion. Though nonsignificant improvements were noted in the concepts of probability and correlation, all the teachers were assigned to the highest cognitive rule associated with the probability concept at the end of the workshop.  相似文献   

Exploring vocational and academic fields of study: development and validation of the Flemish SIMON Interest Inventory (SIMON-I)     

Lot Fonteyne  Bart Wille  Wouter Duyck  Filip De Fruyt 《International Journal for Educational and Vocational Guidance》2017,17(2):233-262

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Day-to-day Variation in Autonomy-Supportive and Psychologically Controlling Parenting: The Role of Parents’ Daily Experiences of Need Satisfaction and Need Frustration     

Elien Mabbe  Bart Soenens  Maarten Vansteenkiste  Jolene van der Kaap-Deeder  Athanasios Mouratidis 《Parenting, science and practice》2018,18(2):86-109

Objective. Autonomy-supportive and psychologically controlling parenting have been shown to relate to positive and negative developmental outcomes, respectively. Most research that addresses antecedents of these parenting constructs has focused on the predictive role of between-parent differences (e.g., personality). To gain insight in dynamics of within-parent changes in reported parenting, this study focused on daily fluctuations in reported autonomy-supportive and psychologically controlling parenting and examined the role of parents’ need satisfaction and need frustration in accounting for those fluctuations. Design. Mothers (M age = 45) and fathers (M age = 47) of 198 adolescents (M age = 15) participated in a 7-day diary study. Results. Multilevel modeling provided evidence for significant day-to-day variability in both parenting dimensions. Daily fluctuations in need satisfaction were related to daily fluctuations in reported autonomy-supportive parenting and daily fluctuations in need frustration were related to daily fluctuations in reported psychologically controlling parenting. These associations were not moderated by between-parent differences in those parenting dimensions. Conclusions. The findings provide evidence for the role of parents’ own needs-related experiences in their daily display of autonomy-supportive and psychologically controlling parenting.  相似文献   

Collaborative and Competitive Video Games for Teaching Computing in Higher Education     

Spencer Smith  Samantha Chan 《Journal of Science Education and Technology》2017,26(4):438-457

This study measures the success of using a collaborative and competitive video game, named Space Race, to teach computing to first year engineering students. Space Race is played by teams of four, each with their own tablet, collaborating to compete against the other teams in the class. The impact of the game on student learning was studied through measurements using 485 students, over one term. Surveys were used to gauge student reception of the game. Pre and post-tests, and in-course examinations were used to quantify student performance. The game was well received with at least 82% of the students that played it recommending it to others. In some cases, game participants outperformed non-participants on course exams. On the final course exam, all of the statistically significant (p<0.05) comparisons (42% of the relevant questions) showed a performance improvement of game participants on the questions, with a maximum grade improvement of 41%. The findings also suggest that some students retain the knowledge obtained from Space Race for at least 7 weeks. The results of this study provide strong evidence that a collaborative and competitive video game can be an effective tool for teaching computing in post-secondary education.  相似文献