170,229 research outputs found
Leveraging mobile health technology and research methodology to optimize patient education and self-management support for advanced cancer pain
No full textFunding: National Institutes of Health [R21 NR017745, PI, Enzinger]; Friends of Dana-Farber Cancer Institute. Availability of data and material: The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.Peer reviewe
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Developing and Describing the Use and Learning of Conceptual Models for Integer Addition and Subtraction of Grade 5 Students
No full textThis dissertation reports the results of a teaching experiment, which explored student thinking about integer addition and subtraction. Through the lens of commognitive theory (Sfard, 2008), interpreting negative integers as secondary intuitions (Fischbein, 1987), and employing teaching experiment methodology (Steffe & Thompson, 2000), this study was a first step in developing more robust descriptions of students’ conceptual models for integer addition and subtraction. I investigated: (a) the conceptual models that students exhibited, (b) the various ways that students utilized conceptual models while learning about the addition and subtraction of integers, and (c), the ways that students’ conceptions evolved over the course of a teaching experiment. This study of students’ conceptual models led to the modification and refinement of the CMIAS descriptions (Wessman-Enzinger & Mooney, 2014, 2015).
Three Grade 5 students were selected based on results of a pilot study and students’ responses to a written assessment. Data for this study was used from the Open Number Sentence and Context Individual Sessions of the 12-week teaching experiment.
All of the Individual Sessions were videotaped and transcribed. The transcripts paired with all of the drawings produced by the students for stories for open number sentences generated and open number sentences solved during all Individual Sessions constituted the unit of analysis. A constant comparative method (Merriam, 1998) was used to modify the previous descriptions and develop new descriptions of the CMIAS (Wessman-Enzinger & Mooney, 2014). A description of the changes in mathematical discourse (i.e., word use, visual mediators, narratives, routines) was used to highlight the learning of integer addition and subtraction across the Individual Sessions.
There are seven CMIAS described in this study: Bookkeeping, Counterbalance, Translation, Relativity, Proceduralization, Analogy, and Algebraic Reasoning. These CMIAS were used differently in Individual Context Sessions and Individual Open Number Sentence Sessions. The three Grade 5 students also prominently utilized certain CMIAS over others. How the students used these CMIAS changed over time, these changes are considered to be descriptions of learning about integer addition and subtraction.
The results presented in this study extend the literature on student thinking about integer addition and subtraction by (a) describing student thinking within both contextual and symbolic problem types; (b) extending and modifying the previous descriptions of the CMIAS; and (c) providing a developmental perspective that includes learning over an extended period of time
Developing & Describing the Use & Learning of Conceptual Models for Integer Addition and Subtraction of Grade 5 Students
No full textThis dissertation reports the results of a teaching experiment, which explored student thinking about integer addition and subtraction. Through the lens of commognitive theory (Sfard, 2008), interpreting negative integers as secondary intuitions (Fischbein, 1987), and employing teaching experiment methodology (Steffe & Thompson, 2000), this study was a first step in developing more robust descriptions of students\u27 conceptual models for integer addition and subtraction. I investigated: (a) the conceptual models that students exhibited, (b) the various ways that students utilized conceptual models while learning about the addition and subtraction of integers, and (c), the ways that students\u27 conceptions evolved over the course of a teaching experiment. This study of students\u27 conceptual models led to the modification and refinement of the CMIAS descriptions (Wessman-Enzinger & Mooney, 2014, 2015).
Three Grade 5 students were selected based on results of a pilot study and students\u27 responses to a written assessment. Data for this study was used from the Open Number Sentence and Context Individual Sessions of the 12-week teaching experiment.
All of the Individual Sessions were videotaped and transcribed. The transcripts paired with all of the drawings produced by the students for stories for open number sentences generated and open number sentences solved during all Individual Sessions constituted the unit of analysis. A constant comparative method (Merriam, 1998) was used to modify the previous descriptions and develop new descriptions of the CMIAS (Wessman-Enzinger & Mooney, 2014). A description of the changes in mathematical discourse (i.e., word use, visual mediators, narratives, routines) was used to highlight the learning of integer addition and subtraction across the Individual Sessions.
There are seven CMIAS described in this study: Bookkeeping, Counterbalance, Translation, Relativity, Proceduralization, Analogy, and Algebraic Reasoning. These CMIAS were used differently in Individual Context Sessions and Individual Open Number Sentence Sessions. The three Grade 5 students also prominently utilized certain CMIAS over others. How the students used these CMIAS changed over time, these changes are considered to be descriptions of learning about integer addition and subtraction.
The results presented in this study extend the literature on student thinking about integer addition and subtraction by (a) describing student thinking within both contextual and symbolic problem types; (b) extending and modifying the previous descriptions of the CMIAS; and (c) providing a developmental perspective that includes learning over an extended period of time
Mitomycin C in highly myopic eyes - Author reply
No full textOphthalmology. 2005 Feb;112(2):208-18; discussion 219.
Mitomycin C modulation of corneal wound healing after photorefractive keratectomy in highly myopic eyes.
Gambato C, Ghirlando A, Moretto E, Busato F, Midena E.
SourceRefractive Surgery Service and Antimetabolite Therapy Research Unit, Department of Ophthalmology, University of Padova, Padova, Italy.
Abstract
PURPOSE: To evaluate the role of topical mitomycin C in corneal wound healing (CWH) after photorefractive keratectomy (PRK) in highly myopic eyes.
DESIGN: Prospective, double-masked, randomized clinical trial.
PARTICIPANTS: Seventy-two eyes of 36 patients affected by high (>7 diopters) myopia.
METHODS: In each patient, one eye was randomly assigned to PRK with intraoperative topical 0.02% mitomycin C application, and the fellow eye was treated with a placebo. Postoperatively, mitomycin C-treated eyes received artificial tears (3 times daily, tapered in 3 months), whereas the fellow eye was treated with fluorometholone sodium 2% and artificial tears (3 times daily, tapered in 3 months).
MAIN OUTCOME MEASURES: Uncorrected visual acuity (UCVA) and best-corrected visual acuity (BCVA), contrast sensitivity, manifest refraction, and biomicroscopy. Contrast sensitivity was determined using the Pelli-Robson chart. Corneal confocal microscopy documented CWH.
RESULTS: Mean follow-up was 18 months (range, 12-36). No side effects or toxic effects were documented. At 12-month follow-up examination, UCVAs (logarithm of the minimum angle of resolution) were 0.4+/-0.48 and 0.5+/-0.53 (P = .03) in mitomycin C-treated eyes and corticosteroid-treated eyes, respectively. At 1 year, corneal haze developed in 20% of corticosteroid-treated eyes, versus 0% of mitomycin C-treated eyes. At 12, 24, and 36 months, corneal confocal microscopy showed activated keratocytes and extracellular matrix significantly more evident in untreated eyes (Ps = 0.004, 0.024, and 0.046, respectively).
CONCLUSION: Topical intraoperative application of 0.02% mitomycin C can reduce haze formation in highly myopic eyes undergoing PRK.
Comment in
Ophthalmology. 2006 Feb;113(2):357; author reply 357-8
Dispelling the Myths Behind First-author Citation Counts
No full textWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
A Multi-Language Comparison of Influences on Author Verification using Character N-Grams
No full textWe create a new multi-language corpus for author verification based on Wikipedia talkpages, and evaluate the influence that differences in topic and time have on character n-gram author profiles. Topic alignment between two texts is found to increase author verification precision, and an authors writing style is found to change over time, but not more significantly after 3 years than after 1 year.Information ArchitectureWISElectrical Engineering, Mathematics and Computer Scienc
A 0.12mm<sup>2</sup> Wien-Bridge Temperature Sensor with 0.1°C (3σ) Inaccuracy from -40°C to 180°C
No full text Resistor-based temperature sensors can achieve much higher resolution and energy efficiency than conventional BJT-based sensors [1], but they typically occupy more area (> 0.25 mm 2 ) and have lower operating temperatures (le 125 {circ} {C}) [2]-[4]. This work describes a 0.12mm 2 resistor-based sensor that uses a Wien-bridge (WB) filter to achieve 0.1 {circ} {C} (3 sigma) inaccuracy from - 40 {circ} {C} to 180 {circ} {C}. Compared to a state-of-the-art WB sensor [4], it occupies 6 × less area and achieves comparable relative accuracy over a 76% wider operating range. Session 10.3 Green Open Access added to TU Delft Institutional Repository ‘You share, we take care!’ – Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public.Electronic InstrumentationMicroelectronic
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