Tattling on the Teacher: A Study of Factors Influencing Peer Reporting of Teachers who Violate Standardized Testing Protocol

Abstract There are many different ways to measure the bond strength of direct esthetic restorations to various dental substrates. Unfortunately, most methods cannot measure bond strengths immediately after a restoration has been placed. This lack of clinically-relevant information seriously affects the clinician's ability to select and use various bonding agents and procedures. The aim of this article is to provide a very detailed method for immediate measurement of in vitro bond strengths of direct bonded esthetic restorations. It focuses on the steps that should be taken to select and prepare various tooth substrates for bond strength testing, the steps to “restore” various tooth substrates, and to measure the immediate in vitro bond strength. A fundamental understanding of a standardized testing protocol should provide clinicians with a clearer appreciation of bond strengths associated with various bonding procedures. Citation Talic YF. Method for Immediate Measurement of In Vitro Bond Strength of Bonded Direct Esthetic Restorations. J Contemp Dent Pract 2003 August;(4)3:011-023.

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P.068 Reliability of EEG reactivity in assessment of comatose patients utilizing a standardized protocol

Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques ◽

10.1017/cjn.2016.172 ◽

2016 ◽

Vol 43 (S2) ◽

pp. S37-S37

Author(s):

MO Al.Khateeb ◽

T Gofton ◽

E Al.Thenayan ◽

D Debicki

Keyword(s):

Retrospective Study ◽

Clinical Outcome ◽

Standardized Testing ◽

Important Predictor ◽

Standardized Protocol ◽

Testing Protocol ◽

Eeg Reactivity ◽

Tracheal Suctioning ◽

Electroencephalogram Eeg ◽

Reliable Methods

Background: Electroencephalogram (EEG) is used in evaluating thalamocortical function in comatose patients. EEG reactivity is increasingly being recognized as a potentially important predictor of outcome in comatose patients. There are no existing guidelines or standardized testing for EEG reactivity assessment. We will report the use of a clinically implemented standardized reactivity testing protocol in comatose patients to determine accurate prognosis. Methods: In this retrospective study we report results from standardized reactivity testing from January 2016 to May 2016. Five stimuli (Calling name, clapping, nasal tickle, noxious stimulus, tracheal suctioning) were applied at one minute intervals in comatose patients of all etiologies. The EEG background reactivity will be analyzed by two independent electroencephalographers ad correlated to clinical outcome. Results: The methods for establishing EEG reactivity and the inter-rater reliability in determining EEG reactivity will be reported. Conclusions: EEG background reactivity is likely beneficial in determining prognosis. However, reliable methods for eliciting and determining EEG reactivity in comatose patients are necessary.

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Psychological and pedagogical aspects of increasing educational motivation

E3S Web of Conferences ◽

10.1051/e3sconf/202017515015 ◽

2020 ◽

Vol 175 ◽

pp. 15015

Author(s):

Nadezhda Efremova ◽

Anastasia Huseynova

Keyword(s):

Standardized Testing ◽

Objective Assessment ◽

Educational Practice ◽

Authentic Assessment ◽

Educational Process ◽

Assessment Process ◽

School Students ◽

Academic Achievements ◽

Factors Influencing ◽

Educational Motivation

Given scientific research is devoted to the consideration of factors influencing educational (learning) motivation. One such factor is the assessment of academic achievements. The difficulties of obtaining an objective assessment in educational practice are noted and possible ways to overcome them are shown, including through external (independent) standardized testing. Authentic assessment requires special training and the creation of an appropriate base, this problem can be solved in the form of organizational and methodological support of teachers by external professional centers providing assessment in the form of an educational audit. The data of external testing and subsequent questionnaires are presented, allowing to judge about changes in the educational motivation of school students in the assessment process. The need to identify the progress of individual achievements in the educational process requires the development and introduction of new assessment forms that create the confidence of students in assessments and affect educationalmotivation.

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