This document discusses laboratory errors in medical practice. It notes that 0.1-3% of laboratory tests have errors, with most occurring in the pre-analytic and post-analytic phases rather than the analytic phase. Common pre-analytic errors include inappropriate test requests, order entry mistakes, misidentification of patients, and improper sample collection, transport, or storage. Analytic errors are less than 10% of total errors. The document also provides examples of how biological and behavioral factors can influence test results, and discusses clinical performance characteristics of medical tests.
Analytical and post-analytical errors can occur in clinical chemistry laboratories. Analytical errors include issues like test systems not being calibrated properly, controls being out of range but results still reported, improper measurements or reagents, and instrument maintenance issues. This can lead to inaccuracies, imprecisions, insensitivities, and linearity problems. Post-analytical errors involve things like transcription mistakes in reporting results, reports going to the wrong location, illegible reports, or reports not being sent at all. Laboratories should develop systematic workflows, continuously monitor for errors, and strengthen defenses to minimize vulnerabilities and their impacts, which can include inadequate patient care, misdiagnosis, harm, or even death.
This document discusses determinate (systematic) errors in laboratory analysis. It defines determinate errors as errors caused by faults in the analytical procedure or instruments used. These errors are systematic and cause results to be consistently too high or too low. Sources of determinate error include issues with reagents, instrumentation, analytical methods, contamination, and analyst errors. Methods for identifying and correcting for determinate errors are also presented.
IB Chemistry on Uncertainty, Error Analysis, Random and Systematic ErrorLawrence kok
Every measurement has an associated error that affects its precision and accuracy. There are two types of errors - random error and systematic error. Random error affects precision while systematic error affects accuracy. Precision refers to the closeness of repeated measurements while accuracy refers to how close the measurement is to the true value. The percentage uncertainty of a measurement is calculated as the sum of the percentage uncertainties of the individual quantities involved. Measurements with uncertainties that account for the total percentage error are considered reliable while those with uncertainties that do not account for the total percentage error may have unidentified systematic errors. Reducing random errors involves improving measurement techniques while reducing systematic errors involves improving equipment calibration and measurement methods.
Thorough study of Experimental Errors occurred during experimentation using different experimental techniques.
A clear picture about techniques for error measurement is given in the presentation.
This document discusses common errors in research and their implications. It begins by outlining the differences between quantitative and qualitative research approaches. Common errors for various research methods like questionnaires, interviews, experiments and observational studies are then described. These errors can lead to wrong business decisions, loss of capital, and market failures if research conclusions are flawed. Finally, steps like conducting a literature review, using statistical tools, double entry of data, pilot testing, and training of researchers are suggested to minimize errors.
There are two types of errors in hypothesis testing:
Type I errors occur when a null hypothesis is true but rejected. This is a false positive. Type I error rate is called alpha.
Type II errors occur when a null hypothesis is false but not rejected. This is a false negative. Type II error rate is called beta.
Reducing one type of error increases the other - more stringent criteria lower Type I errors but raise Type II errors, and vice versa. Both errors cannot be reduced simultaneously.
This document discusses various sampling methods used for data collection. It defines key terms like population, sample, parameter, and statistic. It describes probability sampling methods like simple random sampling, stratified sampling, cluster sampling, systematic sampling, and multistage sampling. It also discusses non-probability sampling methods such as convenience sampling, purposive sampling, quota sampling, snowball sampling, and self-selection sampling. The document concludes by explaining the different types of sampling errors like sample errors and non-sample errors.
This document discusses laboratory errors in medical practice. It notes that 0.1-3% of laboratory tests have errors, with most occurring in the pre-analytic and post-analytic phases rather than the analytic phase. Common pre-analytic errors include inappropriate test requests, order entry mistakes, misidentification of patients, and improper sample collection, transport, or storage. Analytic errors are less than 10% of total errors. The document also provides examples of how biological and behavioral factors can influence test results, and discusses clinical performance characteristics of medical tests.
Analytical and post-analytical errors can occur in clinical chemistry laboratories. Analytical errors include issues like test systems not being calibrated properly, controls being out of range but results still reported, improper measurements or reagents, and instrument maintenance issues. This can lead to inaccuracies, imprecisions, insensitivities, and linearity problems. Post-analytical errors involve things like transcription mistakes in reporting results, reports going to the wrong location, illegible reports, or reports not being sent at all. Laboratories should develop systematic workflows, continuously monitor for errors, and strengthen defenses to minimize vulnerabilities and their impacts, which can include inadequate patient care, misdiagnosis, harm, or even death.
This document discusses determinate (systematic) errors in laboratory analysis. It defines determinate errors as errors caused by faults in the analytical procedure or instruments used. These errors are systematic and cause results to be consistently too high or too low. Sources of determinate error include issues with reagents, instrumentation, analytical methods, contamination, and analyst errors. Methods for identifying and correcting for determinate errors are also presented.
IB Chemistry on Uncertainty, Error Analysis, Random and Systematic ErrorLawrence kok
Every measurement has an associated error that affects its precision and accuracy. There are two types of errors - random error and systematic error. Random error affects precision while systematic error affects accuracy. Precision refers to the closeness of repeated measurements while accuracy refers to how close the measurement is to the true value. The percentage uncertainty of a measurement is calculated as the sum of the percentage uncertainties of the individual quantities involved. Measurements with uncertainties that account for the total percentage error are considered reliable while those with uncertainties that do not account for the total percentage error may have unidentified systematic errors. Reducing random errors involves improving measurement techniques while reducing systematic errors involves improving equipment calibration and measurement methods.
Thorough study of Experimental Errors occurred during experimentation using different experimental techniques.
A clear picture about techniques for error measurement is given in the presentation.
This document discusses common errors in research and their implications. It begins by outlining the differences between quantitative and qualitative research approaches. Common errors for various research methods like questionnaires, interviews, experiments and observational studies are then described. These errors can lead to wrong business decisions, loss of capital, and market failures if research conclusions are flawed. Finally, steps like conducting a literature review, using statistical tools, double entry of data, pilot testing, and training of researchers are suggested to minimize errors.
There are two types of errors in hypothesis testing:
Type I errors occur when a null hypothesis is true but rejected. This is a false positive. Type I error rate is called alpha.
Type II errors occur when a null hypothesis is false but not rejected. This is a false negative. Type II error rate is called beta.
Reducing one type of error increases the other - more stringent criteria lower Type I errors but raise Type II errors, and vice versa. Both errors cannot be reduced simultaneously.
This document discusses various sampling methods used for data collection. It defines key terms like population, sample, parameter, and statistic. It describes probability sampling methods like simple random sampling, stratified sampling, cluster sampling, systematic sampling, and multistage sampling. It also discusses non-probability sampling methods such as convenience sampling, purposive sampling, quota sampling, snowball sampling, and self-selection sampling. The document concludes by explaining the different types of sampling errors like sample errors and non-sample errors.
This document outlines the contents and structure of a research study on speaking test anxiety. It contains an introduction which states the background, problem, objectives, research questions and significance of the study. It then outlines two literature review chapters on oral language development, general anxiety, and the relationship between speaking test anxiety, performance and instructional strategies. The final chapter describes the research methodology including the design, sampling, instruments for data collection and analysis.
This document discusses the relationship between teachers' academic self-efficacy and other factors such as academic locus of control, tendencies toward academic dishonesty, and test anxiety levels. It reviews previous literature that has examined the effects of these factors on academic self-efficacy. The study aims to test the relationships between these variables and determine the explanatory ratios between them using structural equation modeling. It surveys 256 teacher candidates to measure their levels on scales of academic self-efficacy, locus of control, tendencies toward dishonesty, and test anxiety.
This document summarizes a study that evaluated the impact of oral test anxiety and speaking strategy use on oral English performance among Chinese university students. The study surveyed over 1690 students about their oral test anxiety and speaking strategy use. It found that (1) oral test anxiety existed and negatively impacted test performance, (2) more proficient students were less anxious, (3) students used a variety of speaking strategies during tests, and (4) speaking strategies both helped and hindered performance. The study aimed to better understand how oral test anxiety and strategy use influence oral English test results.
The document discusses strategies for promoting oral language development in French as a Second Language (FSL) classrooms. It emphasizes the importance of using French as the primary language of instruction and interaction to provide students with opportunities to communicate authentically. Some key strategies recommended include establishing a safe and caring classroom environment, explicitly teaching language learning strategies to students, incorporating varied oral activities, and modeling correct French. The goal is to help students gain confidence in communicating through French.
This document summarizes a study on teachers' perceptions of implementing School-Based Assessment (SBA) in Malaysian schools. The study collected data from 50 teachers using a 21-question questionnaire to understand their views on SBA training and classroom implementation. Key findings include:
1) Teachers generally had a positive perception of SBA, though felt training could be improved. The average response was 3.06 on a 4-point scale.
2) Training modules were seen as most useful, but teachers felt training duration was insufficient.
3) There were no significant differences found between ethnic groups in their perceptions of SBA.
The study aims to provide feedback to help education authorities improve SBA training for teachers
This document summarizes a study on the benefits of school-based assessment (SBA) as seen from the perspectives of three Chinese language teachers in Malaysia. The teachers were interviewed about their experiences with SBA, which was recently implemented as part of Malaysia's education reform efforts. The teachers expressed positive views of SBA and saw benefits for both teachers and students. However, they also acknowledged weaknesses that need improvement. For SBA to be successful, teachers need creative teaching strategies and varied assessment methods tailored to students' learning outcomes. Further research is still needed to ensure full successful implementation of SBA.
This document discusses using Kotter's eight-step model for change leadership to create a culture of assessment in academic libraries. Kotter's model provides a structured approach for building a culture of assessment through behavioral changes even without full organizational support. The model involves establishing a sense of urgency, forming a guiding coalition, developing a vision and strategy, communicating the change vision, empowering broad-based action, generating short-term wins, consolidating gains and producing more change, and anchoring new approaches in the culture. While challenging, following this model can help embed assessment as a valued practice and part of decision making.
This research report examines oral language development in early childhood and primary education from ages 3 to 8. It provides an overview of current theoretical perspectives on language development and outlines a continuum of language development. Some key points:
- Oral language is emphasized in the primary school curriculum but teachers initially struggled with implementation due to an unclear framework. Alignment between curriculum, assessment, and frameworks for different age groups and contexts is important.
- Theoretical perspectives view language development as an interaction between biological/cognitive and environmental/social factors. Individual differences exist, and atypical development reflects variations in typical development.
- Children progress through interpersonal, ideational, and textual "modes of meaning" in language. Progression within
This document discusses oral language development in second language acquisition. It addresses the relationships between listening, reading, speaking and writing and how integrating these skills can benefit students. The document also examines characteristics of different proficiency levels in English and strategies to develop oral language skills. It emphasizes the importance of oral language development and providing opportunities for meaningful use of language through tasks, discussions and integrating oral and written communication.
The document discusses differing perspectives on language acquisition in children. It describes Noam Chomsky's view that children have an innate Language Acquisition Device that allows them to abstract the rules of language from imperfect adult speech. In contrast, other researchers emphasize the importance of interaction and communication in acquiring language appropriately based on social contexts. The document also outlines key stages of language development in children from ages 3 to 5 where they gain complex sentence structures and grammar.
This study examined academic stress and exam anxiety among 400 Indian secondary private school students in grades 10 and 12. The researchers found that 35% reported high academic stress and 37% reported high exam anxiety. All students reported some academic stress. Students with lower grades reported higher stress than higher-achieving students. Students engaged in extracurricular activities were more likely to experience exam anxiety than those not engaged in such activities. The study aimed to identify factors associated with academic stress and exam anxiety in this population.
This document summarizes a study that investigated the similarities and differences in opinion between teachers and students regarding Malaysia's revised school-based Oral English Test (OET).
The study found that both teachers and students viewed the OET as "just another test." Teachers' opinions focused more on how the test integrated with classroom activities, helped assess students' language abilities. Students' opinions centered more on the affirmation and feedback they received from the test. The only similarity was that both groups saw the OET as "just another test." The study provided insights that could help refine implementation of the school-based OET.
The document summarizes a study that examined the concerns of 40 Malaysian English teachers regarding the implementation of a new school-based assessment (SBA) system in Malaysian public schools. The study utilized a revised Stages of Concern Questionnaire (SoCQ) to assess teachers' levels of concern across five stages: indifference, informational-personal, management, consequence-collaboration, and refocusing. Results indicated that teachers' concerns were multidimensional and varied depending on their experience with SBA, with those having less experience showing higher levels of concern in the early stages and those with more experience demonstrating higher levels of concern in later stages related to implementation tasks and student impacts. The findings provide insights into teacher training needs to help
This document discusses a study that examined the implementation of School-based Oral English Assessment (SBOEA) by English teachers in rural secondary schools in Sabah, Malaysia. The study had several objectives: 1) To examine differences in implementation based on teacher demographics; 2) To investigate teacher familiarity with SBOEA content, objectives, and guidelines; 3) To understand teacher perceptions of SBOEA; and 4) To identify relationships between implementation and influencing factors. A questionnaire was administered to 56 English teachers across 14 rural secondary schools. The results found no significant differences based on demographics, teachers had positive perceptions of SBOEA, and implementation was positively correlated with influencing factors like content, objectives, and guidelines.
1) The study examined the relationship between general anxiety, test anxiety, and academic achievement among 180 higher secondary students in India.
2) It found a positive correlation between general anxiety and test anxiety, and negative correlations between both anxiety types and academic achievement.
3) Specifically, there was a low negative correlation between general anxiety and achievement, and a low negative correlation between test anxiety and achievement.
This document summarizes a psychodynamic perspective on anxiety and incompetence in large groups. It discusses how Melanie Klein's theories on splitting, projection, and projective identification can help explain dysfunctional behaviors that sometimes emerge when more than a dozen people meet together. An example is provided of a group of over 20 experienced consultants who became paralyzed by feelings of anxiety and incompetence during a large group assessment day. Unconscious processes like splitting and projection are argued to have more influence in larger groups, where relationships are more simplified and individuals feel their contributions may seem inadequate.
This document is a research proposal that investigates secondary school students' speaking test anxiety towards school-based oral English assessments from teachers' perspectives and strategies. The introduction provides background on the implementation of school-based oral English assessments in Malaysian secondary schools and how it can increase students' speaking anxiety levels. The research objectives are to investigate teachers' awareness of students' anxiety, how assessments influence anxiety, and strategies to help overcome anxiety. The significance is that the findings can help teachers, researchers, and authorities better understand anxiety issues and develop support strategies.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document outlines the contents and structure of a research study on speaking test anxiety. It contains an introduction which states the background, problem, objectives, research questions and significance of the study. It then outlines two literature review chapters on oral language development, general anxiety, and the relationship between speaking test anxiety, performance and instructional strategies. The final chapter describes the research methodology including the design, sampling, instruments for data collection and analysis.
This document discusses the relationship between teachers' academic self-efficacy and other factors such as academic locus of control, tendencies toward academic dishonesty, and test anxiety levels. It reviews previous literature that has examined the effects of these factors on academic self-efficacy. The study aims to test the relationships between these variables and determine the explanatory ratios between them using structural equation modeling. It surveys 256 teacher candidates to measure their levels on scales of academic self-efficacy, locus of control, tendencies toward dishonesty, and test anxiety.
This document summarizes a study that evaluated the impact of oral test anxiety and speaking strategy use on oral English performance among Chinese university students. The study surveyed over 1690 students about their oral test anxiety and speaking strategy use. It found that (1) oral test anxiety existed and negatively impacted test performance, (2) more proficient students were less anxious, (3) students used a variety of speaking strategies during tests, and (4) speaking strategies both helped and hindered performance. The study aimed to better understand how oral test anxiety and strategy use influence oral English test results.
The document discusses strategies for promoting oral language development in French as a Second Language (FSL) classrooms. It emphasizes the importance of using French as the primary language of instruction and interaction to provide students with opportunities to communicate authentically. Some key strategies recommended include establishing a safe and caring classroom environment, explicitly teaching language learning strategies to students, incorporating varied oral activities, and modeling correct French. The goal is to help students gain confidence in communicating through French.
This document summarizes a study on teachers' perceptions of implementing School-Based Assessment (SBA) in Malaysian schools. The study collected data from 50 teachers using a 21-question questionnaire to understand their views on SBA training and classroom implementation. Key findings include:
1) Teachers generally had a positive perception of SBA, though felt training could be improved. The average response was 3.06 on a 4-point scale.
2) Training modules were seen as most useful, but teachers felt training duration was insufficient.
3) There were no significant differences found between ethnic groups in their perceptions of SBA.
The study aims to provide feedback to help education authorities improve SBA training for teachers
This document summarizes a study on the benefits of school-based assessment (SBA) as seen from the perspectives of three Chinese language teachers in Malaysia. The teachers were interviewed about their experiences with SBA, which was recently implemented as part of Malaysia's education reform efforts. The teachers expressed positive views of SBA and saw benefits for both teachers and students. However, they also acknowledged weaknesses that need improvement. For SBA to be successful, teachers need creative teaching strategies and varied assessment methods tailored to students' learning outcomes. Further research is still needed to ensure full successful implementation of SBA.
This document discusses using Kotter's eight-step model for change leadership to create a culture of assessment in academic libraries. Kotter's model provides a structured approach for building a culture of assessment through behavioral changes even without full organizational support. The model involves establishing a sense of urgency, forming a guiding coalition, developing a vision and strategy, communicating the change vision, empowering broad-based action, generating short-term wins, consolidating gains and producing more change, and anchoring new approaches in the culture. While challenging, following this model can help embed assessment as a valued practice and part of decision making.
This research report examines oral language development in early childhood and primary education from ages 3 to 8. It provides an overview of current theoretical perspectives on language development and outlines a continuum of language development. Some key points:
- Oral language is emphasized in the primary school curriculum but teachers initially struggled with implementation due to an unclear framework. Alignment between curriculum, assessment, and frameworks for different age groups and contexts is important.
- Theoretical perspectives view language development as an interaction between biological/cognitive and environmental/social factors. Individual differences exist, and atypical development reflects variations in typical development.
- Children progress through interpersonal, ideational, and textual "modes of meaning" in language. Progression within
This document discusses oral language development in second language acquisition. It addresses the relationships between listening, reading, speaking and writing and how integrating these skills can benefit students. The document also examines characteristics of different proficiency levels in English and strategies to develop oral language skills. It emphasizes the importance of oral language development and providing opportunities for meaningful use of language through tasks, discussions and integrating oral and written communication.
The document discusses differing perspectives on language acquisition in children. It describes Noam Chomsky's view that children have an innate Language Acquisition Device that allows them to abstract the rules of language from imperfect adult speech. In contrast, other researchers emphasize the importance of interaction and communication in acquiring language appropriately based on social contexts. The document also outlines key stages of language development in children from ages 3 to 5 where they gain complex sentence structures and grammar.
This study examined academic stress and exam anxiety among 400 Indian secondary private school students in grades 10 and 12. The researchers found that 35% reported high academic stress and 37% reported high exam anxiety. All students reported some academic stress. Students with lower grades reported higher stress than higher-achieving students. Students engaged in extracurricular activities were more likely to experience exam anxiety than those not engaged in such activities. The study aimed to identify factors associated with academic stress and exam anxiety in this population.
This document summarizes a study that investigated the similarities and differences in opinion between teachers and students regarding Malaysia's revised school-based Oral English Test (OET).
The study found that both teachers and students viewed the OET as "just another test." Teachers' opinions focused more on how the test integrated with classroom activities, helped assess students' language abilities. Students' opinions centered more on the affirmation and feedback they received from the test. The only similarity was that both groups saw the OET as "just another test." The study provided insights that could help refine implementation of the school-based OET.
The document summarizes a study that examined the concerns of 40 Malaysian English teachers regarding the implementation of a new school-based assessment (SBA) system in Malaysian public schools. The study utilized a revised Stages of Concern Questionnaire (SoCQ) to assess teachers' levels of concern across five stages: indifference, informational-personal, management, consequence-collaboration, and refocusing. Results indicated that teachers' concerns were multidimensional and varied depending on their experience with SBA, with those having less experience showing higher levels of concern in the early stages and those with more experience demonstrating higher levels of concern in later stages related to implementation tasks and student impacts. The findings provide insights into teacher training needs to help
This document discusses a study that examined the implementation of School-based Oral English Assessment (SBOEA) by English teachers in rural secondary schools in Sabah, Malaysia. The study had several objectives: 1) To examine differences in implementation based on teacher demographics; 2) To investigate teacher familiarity with SBOEA content, objectives, and guidelines; 3) To understand teacher perceptions of SBOEA; and 4) To identify relationships between implementation and influencing factors. A questionnaire was administered to 56 English teachers across 14 rural secondary schools. The results found no significant differences based on demographics, teachers had positive perceptions of SBOEA, and implementation was positively correlated with influencing factors like content, objectives, and guidelines.
1) The study examined the relationship between general anxiety, test anxiety, and academic achievement among 180 higher secondary students in India.
2) It found a positive correlation between general anxiety and test anxiety, and negative correlations between both anxiety types and academic achievement.
3) Specifically, there was a low negative correlation between general anxiety and achievement, and a low negative correlation between test anxiety and achievement.
This document summarizes a psychodynamic perspective on anxiety and incompetence in large groups. It discusses how Melanie Klein's theories on splitting, projection, and projective identification can help explain dysfunctional behaviors that sometimes emerge when more than a dozen people meet together. An example is provided of a group of over 20 experienced consultants who became paralyzed by feelings of anxiety and incompetence during a large group assessment day. Unconscious processes like splitting and projection are argued to have more influence in larger groups, where relationships are more simplified and individuals feel their contributions may seem inadequate.
This document is a research proposal that investigates secondary school students' speaking test anxiety towards school-based oral English assessments from teachers' perspectives and strategies. The introduction provides background on the implementation of school-based oral English assessments in Malaysian secondary schools and how it can increase students' speaking anxiety levels. The research objectives are to investigate teachers' awareness of students' anxiety, how assessments influence anxiety, and strategies to help overcome anxiety. The significance is that the findings can help teachers, researchers, and authorities better understand anxiety issues and develop support strategies.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024