39 research outputs found
Janina Perathoner-Weneda (1926-2014) – Life and Work of the Konin Teacher and Writer
No full textJanina Perathoner-Weneda urodziła się w 1926 r. w Koninie i z tym miastem związała całe swoje życie. Po ukończeniu studiów pracowała w szkołach w Koninie, Kleczewie i Poznaniu. W 1956 r. wyjechała do Innsbrucka i poślubiła Wiktora Perathonera, jednak powróciła samotnie do Polski. W 1959 r. podjęła pracę w resortowej Szkole Górniczej (obecnie Zespół Szkół Górniczo-Energetycznych). W latach 1961-1973 była zastępcą dyrektora. W 1981 r. przeszła na emeryturę, ale pracowała jeszcze do 1994 r. Stworzyła cykl powieści parahistorycznych (ew. historycznych) poświęconych dziejom Konina i regionu. Była także autorką wierszy, utworów dla dzieci i tekstów publicystycznych. W 2012 r. przekazała miastu swój dom i rodzinne pamiątki. Zmarła w 2014 r. Janina Perathoner – Weneda was born in Konin in 1926 and tied her whole life to this town. Aftercompleting her studies, she worked in schools in Konin, Kleczew and Poznań. In 1956, she moved to Innsbruck and married Wiktor Perathoner, but returned to Poland alone. In 1959, she started working at the departmental Mining School (now the Mining and Energy School Complex). From 1961 to 1973 she was deputy director. She retired in 1981, but continued working until 1994. She wrote a series of parahistorical (or historical) novels about the history of Konin and surrounding areas. She was also the author of poems, poems for children and journalistic texts. In 2012, she donated her home and family belongings to the city. She died in 2014
Aggregated Stats
No full textThe file generated by the `parse-stats` script. Is used to calculate rate of passing / failing flaky tests.</p
Aggregated Statistics Dataset
No full textThe file generated by the parse-logs script. Is used to calculate rate of passing / failing flaky tests.</p
Calculate rate of passing / failing flaky tests
No full textThe script takes as an input a 'aggregated-stats.json' json file, generated by the `parse-logs` script. It calculates a the following insights about the given data, given a resource (one of 'systemLoad', 'availableMemory', 'networkWrite', 'diskWrite', 'userLoad', 'totalLoad', 'isoString', 'diskRead', 'networkRead', 'activeMemory') and threshold (e.g. 99%):
How many of the tests in the file are flaky.
Of the flaky tests, how many executions failed or passed.
Of the failing executions, how many reached the threshold for the given resource
Of the passing executions, how many reached the threshold for the given resource
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Evaluation Script: Jupyter Notebook
No full textJupyter Notebook containing Python snippets to analyze the dataset of test runs.</p
DOPS (Direct Observation of Procedural Skills) in undergraduate skills-lab: Does it work? Analysis of skills-performance and curricular side effects
No full textObjective: Sufficient teaching and assessing clinical skills in the undergraduate setting becomes more and more important. In a surgical skills-lab course at the Medical University of Innsbruck fourth year students were teached with DOPS (direct observation of procedural skills). We analyzed whether DOPS worked or not in this setting, which performance levels could be reached compared to tutor teaching (one tutor, 5 students) and which curricular side effects could be observed.Methods: In a prospective randomized trial in summer 2013 (April – June) four competence-level-based skills were teached in small groups during one week: surgical abdominal examination, urethral catheterization (phantom), rectal-digital examination (phantom), handling of central venous catheters. Group A was teached with DOPS, group B with a classical tutor system. Both groups underwent an OSCE (objective structured clinical examination) for assessment. 193 students were included in the study. Altogether 756 OSCE´s were carried out, 209 (27,6%) in the DOPS- and 547 (72,3%) in the tutor-group.Results: Both groups reached high performance levels. In the first month there was a statistically significant difference (p<0,05) in performance of 95% positive OSCE items in the DOPS-group versus 88% in the tutor group. In the following months the performance rates showed no difference anymore and came to 90% in both groups. In practical skills the analysis revealed a high correspondence between positive DOPS (92,4%) and OSCE (90,8%) results.Discussion: As shown by our data DOPS furnish high performance of clinical skills and work well in the undergraduate setting. Due to the high correspondence of DOPS and OSCE results DOPS should be considered as preferred assessment tool in a students skills-lab.The approximation of performance-rates within the months after initial superiority of DOPS could be explained by an interaction between DOPS and tutor system: DOPS elements seem to have improved tutoring and performance rates as well.DOPS in students ‘skills-lab afford structured feedback and assessment without increased personnel and financial resources compared to classic small group training.Conclusion: In summary, this study shows that DOPS represent an efficient method in teaching clinical skills. Their effects on didactic culture reach beyond the positive influence of performance rates
Potential of zebrafish as a model for exploring the role of the amygdala in emotional memory and motivational behavior
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Cytoreductive Surgery (CRS) and Hyperthermic Intraperitoneal Chemotherapy (HIPEC): a Single-Center Experience in Austria
No full textSingle-Incision Laparoscopic Sleeve Gastrectomy Versus Multiport Laparoscopic Sleeve Gastrectomy: Analysis of 80 Cases in a Single Center
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